这条路应该不停地走下去——对民文专业汉语授课的几点思考

汉族教师对民专业汉语授课,首先要在教与学二之间架设一座情感桥梁,做到三个切忌,形成三种氛围。思想教育应当从牢固树立“我是一个中国人”的观念入手,真正铸造一颗“中国心”教学的落脚点放在开阔眼界,培养多向思维和科学方法上,即学生接受知识的开放心态。民专用汉语讲部分专业课,有助于提高民专业教学的整体水平,民汉教学互补层次及中华民族的凝聚力。     

Thai Distance English Learners and Learner Autonomy

The study reported here represents an attempt to explore learner autonomy in a distance education setting in Thailand. Autonomy is a key element in learning a language at a distance and is reflected in the number and quality of learning strategies students employ. Data for this study were collected using a questionnaire sent to students country-wide, ThinkAloud protocols and interviews. Using a number of criteria which emerged from the study, students were grouped into two kinds of language learner: self sufficient language learners, who were able to follow the course but displayed a limited degree of learner autonomy, and dynamic distance language learners, who were more proactive in their approach to learning. The outcomes from this study were used to draw conclusions about recommendations for future distance language course development and to develop theoretical work by the author relating to autonomous learning of languages at a distance     

Managing the Change From On-Site to Online: Transforming ESL courses for teachers

In Canada, all regular K-12 teachers face the challenge of teaching both native and non-native English speaking students. Consequently, working with students who use English as a second language (ESL) has become everybody's business, irrespective of whether they are teaching language or mathematics, at elementary or secondary levels. As a result, it is essential for in-service teachers to gain knowledge and develop skills in working with ESL students. Teaching English as a second language (TESL) courses have been delivered traditionally at the Faculty of Education at Queen's University through on-site training and with opportunities for working with ESL students. These courses, however, are now delivered online to teachers in different locations across the province and even in other parts of the world. This paper addresses the challenges of converting the on-site courses to an online format.     

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.     

Teaching science as a language: A “content‐first” approach to science teaching

Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web‐based software to teach students using a “content‐first” approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post‐test control group design, we assessed students' conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the “content‐first” approach developed significantly improved understanding when compared to students taught in traditional ways. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 529–553, 2008     

English teachers of deaf and hard‐of‐hearing students in French schools: needs,barriers and strategies

This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved.     

Application of Memetics Theory to English Writing

Memetics also shed new light for linguists who begin to study the mechanism of language development from a brand new perspective：the combi-nation of language learning and language memes. The current essay attempts to apply the memetics to teaching of English writing,and to helping students con-struct knowledge and develop skills of writing by recitation and imitation of language memes.     

保持——浸没渐进式教学模式在运输管理双语教学中的应用研究

基于对本科生实际外语水平的了解,结合运输管理课程的内容特点,选择保持-浸没式教学模式开展双语教学实践,辅以课前预习、课程外语问答、课后练习、原文翻译等训练,全面培养学生的专业课程外语的听、说、读、写能力。课堂提问检测和课程考核结果显示,按照保持-浸没式模式进行双语教学的学生,其专业知识掌握程度、外语水平都优于纯粹的保持式或浸没式双语教学。     

Inquiry Science: The Gateway to English Language Proficiency

This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.     

关于聋校的语音教学

发音、听话—看话、拼音等与语音有关的项目在聋校教学中占有非常重要的地位。这些教学的最主要目的是发展学生的口语交际能力。然而 ,经过这些语音教学 ,聋生实际获得了怎样的口语能力却是令人怀疑的。聋生通过学习能够以口语与人交际的极为少见。不过 ,聋校的语音教学对于书面语言和手语的运用还是具有重要的意义。如果我们把聋校语音教学的目的调整为促进书面语言和手语的运用 ,教学方式和时间安排也应该做相应的调整     

论英语语感及语感训练室的建设

由于英语不是我们的母语,学生即使在日常生活中经常留意也很难培养出很强的语感。根据英语语感训练的特点,学校可多给学生创造一些英语语感训练的环境,给学生体验语言的机会。通过英语语感训练实验室的建设,给学生提供训练环境,是培养和提高学生英语语感较好的途径。     

架起语文课堂情感的桥梁

语文读本充满作家的思想情感,学生是充满情感的生命个体,语文教学是一个＂情感转移＂的过程。教师只有在语文课堂教学中架起一座情感交流的桥梁,学生才能轻松愉悦地在学习中理解作品,陶冶思想,培养情感,张扬个性,提升能力。     

高职高专英语教师的专业困顿与职业安全

在大众化高等教育时代,高职高专英语教师是一个特殊的群体,有着尴尬的专业困顿,这种尴尬的专业困顿与高职高专院校人才培养定位密切相关。从政策层面来看,高职高专学生需要掌握一定的英语知识;从实践层面来看,大部分高职高专学生从事生产服务一线的工作,对英语的要求普遍不高。如何开展英语教学就成为高职高专院校英语教师当前面临的难题,此问题直接引发英语教师的职业危机感。因此,转变高职高专英语教学方式,对不同专业进行有针对性的教学,培养英语教师的核心竞争力,提升教师适应社会需要的能力就显得尤为重要。     

Transfronteriza pre-service teachers managing,resisting, and coping with the demands of mathematical discourse

This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse.     

The Critical Role of Vocabulary Development for English Language Learners

English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second‐language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary.     

初中生阅读行为引起数学阅读障碍的调查研究

学会学习首先要学会阅读,数学阅读是学生主动获取信息、汲取知识、发展数学思维、学习数学语言的重要途径.由于数学语言的符号化、逻辑化及严谨性、抽象性等特点,数学阅读有不同于一般阅读的特殊性.现在的中学生,都或多或少地存在阅读困难的问题,数学阅读障碍往往导致学生学习上的困难.初中生阅读行为对数学阅读障碍的影响主要表现在数学阅读材料识别、材料理解、材料转换等方面.     

COMALAT: mobile and adaptive language learning / COMALAT: aprendizaje de idiomas adaptativo y móvil

COMALAT is a language training system that offers learning materials that can be adapted to students’ needs and objectives as an Open Educational Resource (OER). Each student is supervised individually by the system to develop language competences oriented towards the labour market in English, Spanish and German at levels A1 and A2. This project could contribute to language learning given that the contents are adapted to the user, it is flexible to use thanks to its mobile application, and it is motivational, since it highlights achievements and progress made by students.     

U.S. College student activism during an era of neoliberalism: A qualitative study of students against sweatshops

This article sets out to examine the experiences of college student activists involved in Students Against Sweatshops on the Beautiful River University campus. Based on observation and interview fieldwork, the paper explores how students negotiate and understand their activism against the backdrop of neoliberalism. The paper concludes that being a contemporary student activist requires advanced time management skills and the capacity to ascribe multiple meanings to activities (for example, hanging out and doing activism simultaneously). This emphasis on using one’s time wisely resonates with students who are surrounded by the language of neoliberal reform. By analysing how students prioritise activism, outreach to new members and develop friendships, and position themselves as part of an international network, I show that student activism is influenced by the neoliberal environment at Beautiful River University at the same time that student activists are working to resist and counter such practices.     

开设语言课 提高聋校学生的书面语言能力

聋校学生的书面语言能力主要通过语文课的教学获得。然而 ,经过多年语文课的学习 ,很多聋校学生的书面语言能力仍然很低下 ,成为提高文化知识的一大障碍。其根本原因在于 ,聋校的语文课基本上是参照普通中小学的语文课经过一定调整而来 ,但普通中小学学生是在已经获得了基本的口语能力之后开始语文课的学习。由于聋生缺乏相应的口语基础 ,现行语文课的教学并不能保证根本改变聋生书面语言水平低下的状况。发展聋生基本的语言能力应该通过语言课。在开始语文课的教学之前先开设语言课是解决问题的途径。语言课与语文课具有不同的性质和任务。语言课应选择适合自身任务的教学内容 ,并遵循适合聋校学生语言发展规律的教学原则     

Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations

Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including ELLs, by providing explicit representations of unobservable scientific systems. However, whether and how such technologies can be beneficial for these underserved students has not been sufficiently investigated. In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students’ understanding of properties of matter and chemical reactions during inquiry instruction. The results show that after interacting with the visualizations, both ELLs and non-ELLs showed significant improvement in their understanding of the target concepts at the molecular level on both the immediate test and the delayed test (3 months after the study). In particular, aligned with the goals of the NGSS, all students, including ELLs, were able to demonstrate their understanding of how energy and matter are involved in chemistry through developing molecular models, critiquing models, and constructing scientific explanations. This study shows the potential benefits of using interactive visualizations during inquiry instruction as a resource to help all students, including ELLs who are traditionally underserved in mainstream classrooms, develop a more coherent understanding of abstract concepts of molecular processes during chemical phenomena.