Clinical Child & Family Psychology Review, 14(3), 318-328. Irizarry, S., & Williams, S. (2013). Lending Student Voice to Latino ELL Migrant Children's Perspectives on Learning. Journal of Latinos & Education, 12(3), 171-185. SSWAA Staff.
https://doi.org/10.1108/LM-11-2016-0082 Ridsdale, C., Rothwell, J., Smit, M., Ali-Hassan, H., Bliemel, M., Irvine, D., … Wuetherick, B. (2016). Strategies and Best Practices for Data Literacy Education. https://doi.org/DOI: 10.13140/RG.2.1.1922.5044 Robinson, L., & Bawden, D. (2017). “The story of data”: a socio-technical approach to education for the data librarian role in the CityLIS library school at City, University of London.
A. DISTRICT PHILOSOPHY After the federal government, I the no Child Left Behind Act, recognized English learners and defined students as “those whose difficulties in speaking, reading, writing, or understanding the English language …” the different states and districts in the nation created their plans to identify and serve EL students (Wright 3). The LAUSD district promotes cultural diversity and acknowledges the educational needs of the different communities that encompass all ethnic and linguistic groups in Los Angeles. The master plan was created to help English learners in LAUSD to acquire the English language and at the same time succeed academically. Their goal is “to build on that rich heritage and expand upon it to ensure that our
From the point of view of the use of metacognitive strategies, it is found that this strategy is appropriate for Malaysian learners who learn foreign language because of the findings showed that the problems occurred was from their perception toward the target language. One of the best ways to overcome these problems is by exposing them to the use of metacognitive strategy in where students can think about their learning process by planning, monitoring and evaluating their vocabulary learning. This study also involves the process of teaching and learning in real situations (in the classroom). The integration of the components of metacognitive strategies in vocabulary learning lessons and language learning strategies has improved students’ vocabulary knowledge, since their ability to recognise and remembering the vocabulary taught in the class during the experiment. The impressive results of the experimental group have shown that metacognitive strategies need to be applied in the learning of French language.
Tests are encouraged to promote the idea of lifelong learning and encourage people to learn English (Language Testing and Training Centre, 2008). Decisional makers use the authority power of high-stakes testing to achieve the goals of teaching and learning, such as the introduction of new textbooks and new curricula (Cheng, 2005). Pan (2009) summarized positive backwash effect, namely 1) Tests induce teachers to cover their subjects more thoroughly, 2) making them complete their syllabi within the prescribed time limits, and 3) good tests can be utilized and designed as beneficial teaching-learning activities so as to encourage positive teaching-learning
Evidence-based parent and family interventions in school psychology: Overview and procedures. School Psychology Quarterly, 20(4), 345- 351. Retrieved from http://search.proquest.com/docview/195479271?accountid=458 Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473-497.
Title : A Study On Vocabulary Development Strategies Used By EFL Learners Of Gujarat Technological University Author : Bhaveshkumar Bipinchandra Rana Designation: Assistant Professor in English (GES CLASS II) Organization: Government Engineering College Near Sanskar Kendra, College Road, Valsad – 396001 Gujarat, INDIA Contact No : 8980035433 Email : email@example.com A STUDY ON VOCABULARY DEVELOPMENT STRATEGIES USED BY EFL LEARNERS OF GUJARAT TECHNOLOGICAL UNIVERSITY Abstract Eminent researchers have tried to look for the way(s) by which EFL learners try to develop their English vocabulary into some frames and present them as techniques/strategy. There are various strategies that both teachers and/or learners are
Commonly, English is taught in the formal education institution like schools but today informal education institution has taken a part in spreading English. English course is one of many examples of informal education which has been an option for the students to improve their English skill besides taking formal education in their schools. In both formal and informal education, the students will be provided English language learning. English language learning must be supported
CHAPTER IV TITLE: THE PROPOSAL: THE INFLUENCE OF VOCABULARY IN ORAL EXPRESSION .THE DESIGN OF A VOCABULARY TEACHING GUIDE FOR ORAL EXPRESSION. JUSTIFICATION: VOCABULARY KNOWLEDGE ENABLES LANGUAGE USE, LANGUAGE USE ENABLES THE INCREASE OF VOCABULARY KNOWLEDGE; KNOWLEDGE OF THE WORLD ENABLES THE INCREASE OF VOCABULARY KNOWLEDGE AND LANGUAGE USE AND SO ON (NATION, 1993 A). WE BELIEVE THIS PROPOSAL WILL GIVE US A CLEAR, SENSIBLE GOAL FOR VOCABULARY LEARNING. THE PROPOSAL IS IMPORTANT BECAUSE OF THE USE OF VOCABULARY, IT IS A KEY ELEMENT IN THE ENGLISH LANGUAGE LEARNING PROCESS. CONTRIBUTING TO EDUCATION, SCIENCE , AND TECHNOLOGY .
Retrieved on February 4, 2018 from https://repository.library.georgetown.edu/bitstream/handle/10822/709886/Mitoraj_georgetown_0076M_12573.pdf?sequence=1&isAllowed=y O’Brennan, L. M., & Furlong, M. J. (2010). Relations between students’ perceptions of school connectedness and peer victimization. Journal of School Violence, 9(4), 375–391. Rose, B.