Oral reading fluency as a screening tool with English learners: A systematic review

Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas.     

Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students

ABSTRACT

The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for those in bilingual programs. Analysis of written and verbal opposition to the proposed rule revisions demonstrates the persistence of insidious ethnoculturalist discourses opposing bilingual education as well as the cooptation of liberal multiculturalist discourses that, while framing bilingualism as an asset, argue that it is underdeveloped in bilingual programs that do not include English instruction from the outset. Given that bilingual instruction has demonstrated time and again that it benefits students acquiring English in schools, such new discursive turns pose a threat that must be recognized to fend off further legislative and regulatory attempts against bilingual education.     

Student Experiences of the Covid-19 Lockdown

ABSTRACT

Two high school students Jorisi and Elizabeth, after two weeks stuck at home during the COVID outbreak, wrote these reflections for their English class.     

农村学生数学语言表达能力的培养探讨

发展农村学生的数学语言表达能力,是提高学生交流能力的根本。教师要用规范的语言对学生施以良好的影响,持之以恒地对学生进行说话训练,注重培养学生良好的说话习惯。文章从农村学校教学现状、运用数学语言改善农村教学环境、培养学生数学语言表达能力的策略、数学语言表达能力培养效果等方面进行论述。     

儿童焦虑与父母教养方式关系的调节变量研究

研究综合了来自中国大陆18570名3-12岁儿童的焦虑与父母教养方式相关的30项研究的数据,通过元分析的方法考查了二者相关的强度,并分析影响相关强度的因素。从总体上来说,儿童焦虑与父母教养方式存在弱相关;父母教养方式类型、儿童年龄、父母性别会对二者关系产生调节作用。建议在教养儿童过程中要采用正向的教养方式,要给予年幼儿童充分的独立自主的权利和自由,鼓励父亲参与教养,这有利于降低儿童的焦虑水平。     

基于体认语言观的中小学英语教学

英语教学的最终目的是帮助学习者习得英语语言知识和学会使用英语,学习者对语言学习材料的体验和认知是习得英语的根本路径。体认语言观强调语言兼具体验性和认知性,体验是基础,认知是对体验的高级加工。鉴于小学、初中和高中不同学段学生的体认能力和特点存在差异,中小学英语教学要依此安排教学内容和运用教学方法。小学英语教学要让学生更多地体验语言本体和语言使用,获得对英语的感性认识;初中英语教学要基于对英语语言本体和语言使用的体验,帮助学生形成语言知识,学会使用英语;高中英语教学要加强学生对英语语言本体和使用的认知,探索其中的理据性。     

英汉习语的文化底蕴及翻译

英汉语言中拥有大量的习语资源 ,由于在感知取向上、生活方式上、色彩取向上及动物象征意义上存在着明显的文化差异 ,其文化底蕴自然也有所不同 ,我们在传译汉、英习语时不应该简单地就词论词 ,而应该注意从文化翻译的角度去挖掘两种语言特有的喻意形象和不同的文化内涵。     

语言变异的幽默效果

语言变异是对语言常规的超脱和违背 ,在语言交际中 ,语言变异现象十分普遍。这种语言形式是对语言的创造性使用 ,往往有着突出的修辞审美作用 ,也是形成语言幽默的重要手段。语言变异表现于词汇、语法、语域等方面     

外语学习中的错误及应对策略

根据自己的教学经验及体会,结合对当前应用语言学理论及教学法的学习与研究,从分析外语学习中错误形成的原因入手,探讨了对待学习者语言错误应有的态度及应对策略。     

从强调句看翻译与逻辑命题的关系

翻译是复杂的思维再创造,翻译的基础是词汇和语法,但是在日常翻译中,仅仅凭借这两项难以解决翻译过程中遇到的难点。高级翻译还需要译者从更深层次如：文化、修辞、语用、文体、逻辑乃至哲学层面进行分析和思考。本文旨在针对翻译教学中所遇见的一些常见问题进行研究和探讨,从逻辑层面分析源语言和译文产生较大差异的原因：因为语言活动与逻辑思维活动是相互依存的．运用逻辑会帮助我们正确理解和认识客观事物和相关原理,通过逻辑推理可以判定命题的真假,从而为正确翻译提供保证。