1,721,042 research outputs found
Speech/Language Therapists and Teachers Working Together : A Systems Approach to Collaboration
No full textCovering the topic of speech and language therapists and teachers working together, this work argues that despite difficulties there is evidence that good collaborative practice is taking place. It gives a flavour of the interaction and collaboration being developed in the field of education
Foreign language teaching in the primary school : meeting the demands
No full textThis chapter looks at the demands of teaching a foreign language in primary schools in the UK
From storytellers to narrators : how can the history of reading help with understanding reading comprehension?
No full textThis chapter looks at how the history of reading can help with understanding reading comprehensio
Applied Linguistics and Primary School Teaching
No full textModern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research that underpins so many different areas of the language and literacy curriculum. This book illustrates the impact of applied linguistics on curriculum frameworks and pedagogy. It captures the range of applied linguistics knowledge that teachers need, and illustrates how this is framed and is used by policy makers, researchers, teacher educators and the other professions who work with teachers in schools. It considers how to effect professional development that works. It is essential reading for primary teachers but also for speech and language therapists, educational psychologists, learning support teachers and all those doing language or literacy research in the primary classroom
Early years educators’ interpretations of a bilingual literacy curriculum implemented in Content Language Integrated (CLIL) classrooms in the United Arab Emirates: A phenomenological approach to investigating learning
Full text linkThis qualitative phenomenological holistic single case study (Baxter and McMaster 2009, p. 549; Byman 2016, p. 60; Creswell and Poth 2018) drew from a paradigm of interpretivism (Bryman 2016; DePoy and Gitlin 2020) that “examined, explained and described” (McKenney and Reeves 2011, p.30) what sixteen multilingual early years educator participants have in common (Creswell and Poth 2018) as they experienced a Bilingual Literacy Curriculum (BLC) with a Content Language Integrated Learning (CLIL) pedagogy (Nikula, and Smit 2010, cited in Arnó and Mancho-Barés 2015, p. 740; San Isidro 2021) at a private school in the UAE. The study explored the bilingual experiences of twelve Arabic early years pupils engaged in language transfer (Cummins 2017; Genesee and Jared 2008) through emergent “translanguaging” (Garcia 2009, p. 157). The study addressed the lack of research evidence concerning descriptive bilingual literacy programs in Arabic Early Childhood Education and the inclusion of early years educators in the UAE education reform and decision-making policies (Aljazeari and Alchalabee 2019; Boles and Dillon 2019; Gallagher 2011; Mohamed and Medhammer 2014; O’Sullivan 2015; O’ Leary and Thompson 2019). Qualitative data was analysed using a reflexive thematic analysis (RTA) approach (Braun and Clarke 2021), and conceptual findings were explained using an interpretive phenomenological approach. The results revealed that the multilingual early years educators evidenced the integration of the BLC with CLIL through translated children’s literature and an emergent translanguaging approach (Garcia-Lopez, Mor, and Tesconi 2020) valuable within “classroom curricula” (Deng 2010, p. 386) to develop English language skills, specifically, oral fluency amongst early-years Arabic pupils. Hopefully, this study's findings will inform the practices of in-service early years educators and ECE policymakers in the UAE engaged in education reform (Gallagher 2011) and the decision-making initiatives concerning early years bilingual literacy, curriculum design, and pedagogy in Arabic settings
Words and pictures : towards a linguistic understanding of picture books and reading pedagogy
No full textChapter describes the use of words and pictures to assist in developing a linguistic understanding of picture books and reading pedagogy
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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