Free Downloadable Resource: Promoting the Educational Success of Children and Youth Learning English: Promising Futures (2017)31/08/2017
Excerpt of the description and what you can find in the publication (edited highlights):
Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.
Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Communicative Competence: Creating Speaking Activities Grounded in Pedagogical Research, Video Presentation30/08/2017
Read Language Development Starts in the Womb and download from http://neurosciencenews.com/language-development-womb-7106/
Summary: According to a NeuroReport study, children’s sensitivity to the rhythmic properties of language emerges in-utero. Researchers discovered changes in fetal heart rate when exposed to different languages, suggesting babies tend to ‘tune in’ to the language they are going to acquire before they are born.
Great article article_Han_98-109_NYSTJ_Vol2Iss1_Jan2015 (1)
Excerpt of the abstract:
One of the most significant current discussions in education is that of the flipped classroom. According to Bergmann and Sams (2012) and Strayer (2007), a paradigm shift from the traditional educational model to a pedagogy-centered approach has received considerable attention, and extensive research and practice have been carried out in the field of classroom flipping (Fulton, 2012; Moravec, Williams, Aguilar-Roca, & O’Dowd, 2010; Pierce & Fox, 2012). Research on classroom flipping, however, has mostly focused on general subject areas, such as biology (Moravec et al., 2010), mathematics (Fulton, 2012), and pharmacotherapy (Pierce & Fox, 2012), rather than language learning. Therefore, its effectiveness in the English language teaching (ELT) setting still remains untapped. This paper introduces a flipped classroom model for an adult community English language program in the United States in 2013. A new course structure was designed by combining Nation’s (2007) “four strands” approach and Strayer’s (2007) theoretical framework of flipped learning. As the semester came to an end, a positive impact on learner autonomy among the ESL students was witnessed. Based on this experience, this paper aims to present a theoretical model of flipped learning in second language acquisition by exploring how the model provides a platform for successful language leaning and results in the significant development of learner autonomy.
Awesome info: Neuroscientists create ‘atlas’ showing how words are organised in the brain at https://www.theguardian.com/science/2016/apr/27/brain-atlas-showing-how-words-are-organised-neuroscience?CMP=share_btn_fb
I recently presented a session on ESL reading and talked about this very topic. Read more in UVA Psychologist Calls Reading ‘Miraculous.’ His New Book Explains WhyUVA PSYCHOLOGIST CALLS READING ‘MIRACULOUS.’ HIS NEW BOOK EXPLAINS WHY at https://news.virginia.edu/content/uva-psychologist-calls-reading-miraculous-his-new-book-explains-why