Global ETD Search

111	Teacher's perspectives on content-based classes for K-12 Arabic speakers in an English-only context Shelton, Suzanne L. 07 May 2016 (has links) <p> This qualitative case study explored the teacher’s experiences, attitudes, beliefs and perceptions of teaching content-based classes in tandem with English. This study included K-12 Arabic speaking, English Language Learners (ELLs) among the English-only context at 5 international private schools in Saudi Arabia. Second language acquisition (SLA) was examined through the lens of an English-only context that has long been debated as the preferred learning environment for ELLs. This study was concerned with understanding how teachers form their pedagogical attitudes, beliefs and perceptions towards the use of a student’s first language (L1) to facilitate the learning of a student’s second language (L2) within a monolingual teaching environment for content area instruction in K-12 classes. The study’s findings revealed the views of 17 teachers’ perceptions and how their attitudes and beliefs have influenced SLA. Additionally to filing the gap in the literature, this case study found that teachers preferred to use English-only in their classrooms, however; there was a need for the teacher to use Arabic translation when teaching ELLs. The student’s L1 was needed to facilitate the student’s L2 learning. The study recognized that teachers supported the efficacy of English L2 acquisition strategies and there were variant amounts of L1 used by the teacher and between the learners to facilitate the learning of L2. The study showed the teacher’s L2 effectiveness across the curriculum and what had minimal and maximum impact on their students when learning L2. Teachers were sensitive to their student’s sociocultural needs and used cooperative learning to facilitate L1 translation. This case study included 17 teacher interviews, classroom observations and documents as the data collection method. Recommendations for further research include a similar study to be conducted among the pre-school and pre-kindergarten populations.</p> English as a second language\|Language
112	Entering a disciplinary community : expectations for and evaluation of student academic writing in one introductory course in organizational behaviour Currie, Patricia Marilyn January 1991 (has links) No description available. 410 English as a Second Language
113	Introducing Study Skills at the intermediate level in Pakistan Qadir, Samina Amin January 1996 (has links) No description available. 370 English as a second language
114	The learning of a postmodification structure by adult second language learners of English : A case for Tanzania Kassulamemba, F. T. January 1984 (has links) No description available. 410 English as a second language
115	Rhythm and timing in Hong Kong English Setter, Jane Elizabeth January 2000 (has links) No description available. 410 Cantonese speakers; Second language
116	Second language acquisition of advanced German learners Lennon, P. January 1987 (has links) No description available. 150 Adult second language learning
117	The production of English nominal anaphora by Brazilian university learners Santos Lima, Marilia dos January 1993 (has links) No description available. 410 English as a second language
118	Three worlds and two discourses : social dimensions and discourse functions of grammatical subject options in students' English literary essay writing Yang, Hsin-Hsin January 1998 (has links) No description available. 410 English as a second language
119	Bilingual method in CALL software : the role of L1 in CALL software for reading Kusama, Koichi January 2002 (has links) No description available. 428 English as second language
120	Interlanguage phonology of Japanese speakers of English in South Wales Fujii, Ikuko January 1992 (has links) No description available. 410 English as a second language

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