This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.
Summary hebis ER - TY - GEN AU - Khosravi, Somayeh Khajeh A2 - T1 - SYMMETRICAL AND ASYMMETRICAL SCAFFOLDING IN ENGLISH READING COMPREHENSION OF IRANIAN EFL LEARNERS JO - PB - C1 - PY - 2017/3 VL - IS - SP - EP - UR - DO - KW - SYMMETRICAL KW - AND KW - ASYMMETRICAL KW - SCAFFOLDING KW - IN KW - ENGLISH KW - READING KW - COMPREHENSION KW - OF KW - IRANIAN KW - EFL KW - LEARNERS L1 - N1 - N1 - AB - This study seeks to investigate the impact of symmetrical (S) and asymmetrical (AS) scaffolding, which are two types of scaffolding, on advance students' reading comprehension. Forty advance Iranian EFL learners participated in this study. The participants were both male and female students with an average age of 21 with almost the same educational facilities and physical conditions in the academic year 2015-2016. They were randomly divided into control and experimental groups. Each group had 20 students. Classes were taught by two different teachers. Each of the teachers has two classes (one symmetrical and one asymmetrical). After administering a Pre-test, they [...] ER - TY - GEN AU - Rodgers, Emily A2 - T1 - Scaffolding Word Solving While Reading: New Research Insights JO - The Reading Teacher PB - C1 - PY - 2017/3 VL - 70 IS - 5 SP - EP - UR - DO - KW - Scaffolding KW - Word KW - Solving KW - While KW - Reading: KW - New KW - Research KW - Insights L1 - N1 - N1 - AB - To purchase or authenticate to the full-text of this article, please visit this link: http://onlinelibrary.wiley.com/doi/10.1002/trtr.1548/abstract Byline: Emily Rodgers Keywords: Sight words; word recognition < Decoding; Instructional strategies; teaching strategies < Strategies, methods, and materials; 2-Childhood Abstract For many teachers, the term scaffolding has come to mean providing just the right amount of help when a student encounters difficulty. However, there is another facet of scaffolding that has been largely ignored, and that is making decisions about what to focus on to help the student. In this article, new research findings are shared about both types of scaffolding and the role they play in helping beginning readers solve new words while reading connected text. Suggestions are provided for how teachers can use these findings to more effectively scaffold young students' word solving attempts as they read a new book with teacher help. ER - TY - GEN AU - Smit, Nienke AU - Van de Grift, Wim AU - De Bot, Kees AU - Jansen, Ellen A2 - T1 - A classroom observation tool for scaffolding reading comprehension JO - System PB - C1 - PY - 2017/4 VL - 65 IS - SP - EP - UR - DO - KW - A KW - classroom KW - observation KW - tool KW - for KW - scaffolding KW - reading KW - comprehension L1 - N1 - N1 - AB - An important goal of educational research is to find out which teaching practices are effective in promoting students' learning. In order to assess these practices, adequate observation instruments are needed. Existing observation schemes for language teaching are not suitable to gauge which teaching strategies scaffold EFL reading comprehension in particular and language learning in general. Therefore, we developed a new instrument: the English Reading Comprehension Observation Protocol. The focus of the instrument is on the role of the EFL teacher who helps students to move from learning to read to reading to learn in English. We conducted a generalizability study in order to establish the instrument's reliability. Twenty lessons taught by five experienced teachers were recorded and observed by five experienced teacher educators. The results of the generalizability study, in which we disentangled sources of variance, show that a large proportion of the variance can be attributed to differences between the teachers. This shows that the instrument has a high reliability and can help teachers identify their strengths and room for development. The instrument takes the form of a checklist and is easy to use for professional development purposes. ER - TY - JOUR AU - Bhooth, Abdullah AU - Azman, Hazita AU - Ismail, Kemboja T1 - The Role of the L1 as a Scaffolding Tool in the EFL Reading Classroom JO - Procedia - Social and Behavioral Sciences PY - 2014/3 VL - 118 IS - SP - EP - UR - DO - KW - The KW - Role KW - of KW - the KW - L1 KW - as KW - a KW - Scaffolding KW - Tool KW - in KW - EFL KW - Reading KW - Classroom L1 - SN - N1 - N1 - AB - The role of the students’ mother tongue (L1) in the ESL/EFL classroom has been an on-going debate recently. A monolingual approach suggests that the use of the target language solely in L2 classroom increases the learning of the target language. However, this research is motivated by studies that suggest the use of L1 in ESL/EFL classroom facilitates rather than impedes target language learning. This paper examines the use of L1 in the EFL reading classroom in a University in Yemen. A mixed method design was employed and data were collected from a sample of 45-Yemeni students studying English as a Foreign Language at the university. The quantitative data was collected through a questionnaire, while qualitative data was gathered using semi-structured interviews guided by the research objectives. The findings reveal that the students perceive the use of Arabic (L1) as functional strategy in their EFL (L2) classrooms and that it is used to serve a number of purposes: to translate new words, to define concepts, to give some explanations and to help each other in their groups. The discussion of the findings concludes that L1 can be used as a scaffolding strategy by students in facilitating their learning and can be used as a pedagogical tool by the teacher to enhance learning experience as well as maximize engagement in the classroom. ER - TY - GEN AU - Ghafar Samar, Reza AU - Dehqan, Mahmood A2 - T1 - Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context JO - PB - C1 - PY - 2013/1 VL - IS - SP - EP - UR - DO - KW - Sociocultural KW - theory KW - and KW - reading KW - comprehension: KW - The KW - scaffolding KW - of KW - readers KW - in KW - an KW - EFL KW - context L1 - N1 - N1 - AB - The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used as the participants of the study. A NELSON language proficiency test, a researcher-made reading comprehension test and a reading strategy questionnaire (adopted from Phakiti, 2006) were used as data collection instruments. The results showed that the sociocultural teaching techniques leads to [...] ER - TY - JOUR AU - Ghafar Samar, Reza AU - Dehqan, Mahmood T1 - Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context JO - International Journal of Research Studies in Language Learning, Vol 2, Iss 3, Pp 67-80 (2013) PY - 2013/1 VL - 2 IS - 3 SP - EP - UR - DO - KW - Sociocultural KW - theory KW - and KW - reading KW - comprehension: KW - The KW - scaffolding KW - of KW - readers KW - in KW - an KW - EFL KW - context L1 - SN - N1 - N1 - AB - The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used as the participants of the study. A NELSON language proficiency test, a researcher-made reading comprehension test and a reading strategy questionnaire (adopted from Phakiti, 2006) were used as data collection instruments. The results showed that the sociocultural teaching techniques leads to better reading comprehension and reading strategy use for EFL learners. Also shown that proficiency factor played a determining role in reading comprehension development of the two groups of this study and that the low proficiency learners, especially in sociocultural group, outperformed the high proficiency learners. However, the interaction effect between proficiency factor and teaching method was non-significant for reading strategy use; leading to the conclusion that strategy use of the learners was not affected by their proficiency level. This indicates that the patterns of cognitive and metacognitive strategy scores are similar for students of low and high proficiency. ER - TY - BOOK AU - A2 - Böttger, Heiner T1 - Englisch : Didaktik für die Grundschule PB - Cornelsen C1 - Berlin PY - 2012/ VL - IS - SP - EP - UR - http://d-nb.info/1023175525/04 DO - KW - YoungEFL3-6 L1 - SN - 9783589052004 N1 - N1 - AB - ER - TY - BOOK AU - A2 - Böttger, Heiner T1 - Fortschritte im frühen Fremdsprachenlernen : ausgewählte Tagungsbeiträge, Eichstätt 2011 PB - Domino-Verl. C1 - München PY - 2012/ VL - IS - SP - EP - UR - http://d-nb.info/1022258982/04 DO - KW - YoungEFL3-6 L1 - SN - 9783926123145 N1 - N1 - AB - ER - TY - BOOK AU - Legutke, Michael AU - Müller-Hartmann, Andreas AU - Schocker-von Ditfurth, Marita A2 - T1 - Teaching English in the primary school PB - Klett Lerntraining C1 - Stuttgart PY - 2012/ VL - IS - SP - EP - UR - http://scans.hebis.de/HEBCGI/show.pl?33299280_toc.pdf DO - KW - YoungEFL3-6 L1 - SN - 9783129395387 N1 - N1 - AB - ER - TY - BOOK AU - Vandergrift, Larry AU - Goh, Christine C. M. A2 - T1 - Teaching and learning second language listening PB - Routledge C1 - New York and London PY - 2012/ VL - IS - SP - EP - UR - DO - KW - listening L1 - SN - N1 - N1 - AB - ER - TY - BOOK AU - A2 - Hinkel, E. T1 - Handbook of research in second language teaching and learning, Vol. 2PB - Routledge C1 - New York PY - 2011/ VL - IS - SP - EP - UR - DO - KW - general KW - listening L1 - SN - N1 - N1 - AB - ER - TY - GEN AU - McKenzie, Lolita D. A2 - T1 - Scaffolding English Language Learners' Reading Performance JO - ProQuest LLC PB - C1 - PY - 2011/1 VL - IS - SP - EP - UR - DO - KW - Scaffolding KW - English KW - Language KW - Learners' KW - Reading KW - Performance L1 - N1 - N1 - AB - English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included "background knowledge," "comprehension" and "evaluation." Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ER - TY - BOOK AU - Pinter, Annamaria A2 - T1 - Children learning second languages PB - Palgrave Macmillan C1 - Basingstoke [u.a.] PY - 2011/ VL - IS - SP - EP - UR - http://scans.hebis.de/HEBCGI/show.pl?23309342_kla.pdf DO - KW - YoungEFL3-6 L1 - SN - 9780230203426 N1 - N1 - AB - This comprehensive guide to research and debate centres around language learning in childhood, the age factor and the different contexts where language learning happens, including home and school contexts. The scope is wide, capturing examples of studies with different age groups, different methodological approaches and different languages. Summary hebis ER - TY - GEN AU - Sheen, Y. AU - Ellis, R. A2 - Hinkel, E. T1 - Corrective feedback in language teaching JO - PB - C1 - PY - 2011/ VL - IS - SP - 593 EP - 610 UR - DO - KW - general KW - listening L1 - N1 - N1 - AB - ER - TY - BOOK AU - Curtain, Helena Anderson AU - Dahlberg, Carol Ann A2 - T1 - Languages and children - making the match : new languages for young learners ; grades K-8 PB - Pearson C1 - Boston [u.a.] PY - 2010/ VL - IS - SP - EP - UR - DO - KW - YoungEFL3-6 L1 - SN - 9780205535484 N1 - N1 - AB - With a focus on communicative language teaching as it reflects cognitive and second language acquisition theory, this classic in the field provides a wealth of strategies and activities ready to use in the K-8 foreign language classroom. Summary hebis ER - TY - BOOK AU - Elsner, Daniela A2 - T1 - Englisch in der Grundschule unterrichten : Grundlagen, Methoden, Praxisbeispiele PB - Oldenbourg C1 - München PY - 2010/ VL - IS - SP - EP - UR - http://d-nb.info/100035847X/04 DO - KW - YoungEFL3-6 L1 - SN - 9783637009110 N1 - N1 - AB - ER - TY - BOOK AU - Pinter, Annamaria A2 - T1 - Teaching young language learners PB - Oxford Univ. Press C1 - Oxford [u.a.] PY - 2006/ VL - IS - SP - EP - UR - http://scans.hebis.de/HEBCGI/show.pl?17825048_toc.pdf DO - KW - YoungEFL3-6 L1 - SN - 9783464244630 N1 - N1 - AB - ER - TY - BOOK AU - Thornbury, Scott A2 - T1 - How to teach speaking PB - Pearson C1 - Harlow PY - 2005/ VL - IS - SP - EP - UR - DO - KW - listening L1 - SN - N1 - N1 - AB - ER - TY - BOOK AU - Weskamp, Ralf A2 - T1 - Fremdsprachenunterricht entwickeln : Grundschule - Sekundarstufe I - Gymnasiale Oberstufe PB - Schroedel [u.a.] C1 - Hannover PY - 2003/ VL - IS - SP - EP - UR - http://scans.hebis.de/HEBCGI/show.pl?11131256_toc.pdf DO - KW - YoungEFL3-6 L1 - SN - 9783507712027 N1 - N1 - AB - ER -