下面为大家整理一篇优秀的paper代写范文- Literacy Acquisition of Bilingual Learns in Early Childhood，供大家参考学习，这篇论文讨论了双语教育。双语教育，指的是在学校中使用第二语言或者外语来进行传授课程。其目的就是为了培养学生的第二语言，让他们能够熟练运用。总的来说，如今的双语教育并没有得到应有的成效。其中原因可能是因为学生缺乏学习的动机，或者是学习之外没有适当的语言环境，这些原因都导致双语教育存在很多问题。
Introduction
According to the research of Literacies in Challenging Context (Zammit& Callow, 年份 ) literacy is cultivated by complex factors. Literacy is influenced by political factors, ideological and values, the level of economic development, technological innovation and progress as well as educational practice and settings. The various factors are more remarkable in bilingual learns. The numerous elements which shaped the acquisition process of one’s literacy are metabolic and also challenging for learns and teachers (Tse et al., 2012).
In recent years, when it comes to the teaching process of different ages of students, the curriculum arrangements shows a lot in common. For instance, the most apparent feature is that almost all the teachers utilize frequently and extensively of multimedia methods to help their students have a better understanding of the contexts. In the research (Oriyama, 2011) Pedagogical activities are no longer satisfied with the conventional methods but also requires some additional means to encourage students acquire language skills.
http://www.51due.net/writing/research-paper/sample32384.html
With regard to the concrete characteristic of different stages of students, the distinction is that the older students need more specific and complicated courses plan and complex teaching materials (Duran, 2017). For early year children, phonics and games about literacy are quite helpful, while for middle school and senior middle school students teachers need abundant teaching skills and advanced curriculum setting (Popko, 2004). This paper will focus on the literacy acquisition of bilingual learns in early childhood. That is to say, related researches about early year bilingual learners will be analyzed and some teaching implications will be summarized from the researches.
Relations Between Teachers’ Teaching Activities and Bilingual Learners
On the one hand, there are many similarities in the study (Englezou and Fragkouli, 2014) and the study (Sawyer et al., 2016). The researchers selected the test group from early childhood bilingual learns and their teachers from international school randomly. Using observation as the main method to achieve the research aims these two experiment made great findings. With regard to the research findings, the evident finding is that the various methods teachers applied into the teaching process indeed affect the learning outcome of early childhood students in literacy acquisition. For instance, diverse interaction activities in the study (Englezou& Fragkouli, 2014) and the use of the first language as an assistant to improve the level of linguistically responsive practices in the study (Sawyer et al., 2016) in educational contexts precisely promote the literacy learning.
On the other hand, evident differences demonstrate in these two researches. Three dominating differences will be discussed in this paper. Firstly, the purpose of the study (Englezou and Fragkouli, 2014) is to investigate how teachers’ literacy skills and exercises stimulate the literacy acquisition of children in early childhood. Different from the purpose in the first the study, in the study (Sawyer et al., 2016) multiple targets were set: Measuring teachers’ application of linguistically responsive practices with Dual Language Learns; describing teachers’ beliefs about the influence of language and culture in educational contexts; examining the relations among the use of linguistically responsive practices, beliefs about language and culture, ability to speak the students’ first language and classroom composition.
Secondly, since different purposes exist in the studies different emphases were put upon different dimension. In the study (Englezou and Fragkouli, 2014), the research outcome summarized from the main teaching processes which consist of oral language development, printed language development, teaching literacy through play, preferred activities according to gender and teachers’ management of children with EAL( English as Additional Language). In the study (Sawyer et al., 2016), Language and Literacy practices,teachers’ beliefs about language and culture, Spanish-speaking ability of teachers, classroom composition and interactions were deemed as the key aspects .
To discuss more straightforward, the study (Englezou and Fragkouli, 2014) focus on more concrete teaching procedures in literacy and language development on account of the observation established on all the pedagogical practices. Nevertheless, the study (Sawyer et al., 2016) pay more attention to more abstract and embedded concepts, such as the ability of teachers to speak Spanish and their beliefs about language and culture. Because of that, the first study (Englezou and Fragkouli, 2014) showed more details about the test process in which various teaching methods affected children’ literacy learning skills. On the contrary, the study (Sawyer et al., 2016) did not display sufficient performance of students in the learning process but described a great deal of causes.
Finally, the outcomes and implications of the study (Englezou& Fragkouli, 2014) and the study (Sawyer et al., 2016) represent distinct differences. To be more specific, connecting the outcomes with the purpose and detailed test process, the study (Englezou& Fragkouli, 2014) lay emphasis on plentiful different forms of teaching and found that almost no special attention and course setting were allocated to bilingual learners when carry out all the teaching activities. As for the study (Sawyer et al., 2016), the outcome and hypothesis made a noteworthy distinction. Three questions were raised before the test but only to find out that not like assumed, teachers only applied few linguistically responsive practices in teaching and only the capacity of whether a teaching speak the same first language with students affected the linguistically responsive practices. On account of different outcomes different reflections possibly be explore in the studies (Barnard& Glynn, 2003).
Reflections and Implications
selected the research (Englezou& Fragkouli, 2014) and the research (Sawyer et al., 2016) as two typical articles is beneficial for improving my own teaching skills as an early childhood teacher.
In the research (Englezou& Fragkouli, 2014), teachers designed a number of teaching methods, such as preferred activities according to gender, teaching literacy through play and oral language development activities. To some extent, although all the ways played a positive role in literacy learning process, these ways have not found the fundamental issues of the weaknesses of bilingual learns when they learn literacy with other children whose first language are English.
In order to address the issues, except for a more appropriate teaching framework which should be revised by educational institution, teachers should pay more attention to every single student and know their features as well as learning habit deeper, especially the bilingual learners (Brooks, 2017). What is more, in the challenging teaching contexts, teachers need to apply the teaching aids more efficiently and make the best adjustment of these supplements to enhance the teaching quality instead of wasting the materials. Only by applying teaching methods efficiently can achieve the teaching tasks.
In addition, in the research (Sawyer et al., 2016), the focus of the experiment was on the language and Literacy practices,teachers’ beliefs about language and culture as well as the capacity of teachers in Spanish. These are more insightful concerns in the research of the influence factors of bilingual learners. Whereas, the results of the research displayed to be far from satisfactory due to some limitations.
It is worth mentioning that, the research stated that the teachers’ beliefs in language and culture is likely not automatically translate into practices, but we have to acknowledge their relationship (Peercy et al., 2013). Thus it is important and urgent to correlate the teachers’ personal cultural background and beliefs when across bilingual learners in teaching practices. Can a student performs good or not in literacy learning not only affected by teachers but also shaped by the development level of economy, technological innovation and progress as well as educational practice and settings (Alptekin& Tatar, 2011). In this regard, the appropriate estimate of teachers’ personal language and culture background proved to be significant and need a lot of work to do.
Conclusion
Undeniable, Literacy teaching and learning for bilingual learns are facing with challenges. The challenges not only comes from the changing social factors but also on account of the individual difference of bilingual learners. Through the discussion in the paper, reflections and implications on both specific teaching methods and in abstract teachers’ beliefs along with culture background can help to have a better understanding of literacy teaching so as to obtain better teaching effect.
References
Alptekin, C., & Tatar, S. (2011). Research on foreign language teaching and learning in turkey (2005–2009). Language Teaching, 44(3), 328-353. doi:10.1017/S026144481100005X
Barnard, R., & Glynn, T. (2003). Bilingual children's language and literacy development : New Zealand case studies. Multilingual Matters.
Behrent, S., Doff, S., Marx, N., & Ziegler, G. (2011). Review of Doctoral research in second language acquisition in Germany (2006-2009). Lang Teach, 44(2), 237-261. doi: 10.1017/ S0261444810000455
Brooks, M. D. (2017). How and when did you learn your languages? bilingual students’ linguistic experiences and literacy instruction. Journal of Adolescent & Adult Literacy, 60(4), 383-393. doi:10.1002/jaal.573
Duran, L., (2017). Audience and young bilingual writers: bilingual on strengths. Journal of Literacy Research, 49(1), 92-114. doi: 10.1177/ 1086296X16683420
Englzou, E., & Fragkouli, F.(2014). Literacy in the early years and English as an additional language: the case of a British international school. Journal of Research in International Education, 13(1), 46-62. doi: 10. 1177/ 1475240914528851.
Erting, L., & Pfau, J. (1997). Becoming bilingual: facilitating english literacy development using asl in preschool. sharing ideas. American Sign Language, 26.
Oriyama, K. (2011). The effects of the sociocultural context on heritage language literacy: Japanese-english bilingual children in sydney. International Journal of Bilingual Education and Bilingualism, 14(6), 653-681. doi:10.1080/13670050.2011.570739
Peercy, M. M., Martin-Beltran, M., & Daniel, S. M. (2013). Learning together: creating a community of practice to support English language learner literacy. Language, Culture and Curriculum, 26(3), 284-299. doi: 10. 1080/ 07908318.2013.849720
Popko, J. (2004). Language and literacy teaching for indigenous education: a bilingual approach. Tesol Quarterly, 38(1), 175–176.
Sawyer, B. E., Hammer, C. S., Cycyk, L. M., Lopez, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers’ language and literacy practices with dual language learners. Bilingual Research Journal, 39 (1),35-49. doi: 10.1080/ 15235882. 2016. 1138904
Tse, S., Hui, S., Ng, H., & Lam, W. (2014). A comparison of hong kong primary 4 students' relative progress in chinese and english reading attainment in 2013 1. Quarterly Journal of Chinese Studies, 3(2), 37.
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Introduction
According to the research of Literacies in Challenging Context (Zammit& Callow, 年份 ) literacy is cultivated by complex factors. Literacy is influenced by political factors, ideological and values, the level of economic development, technological innovation and progress as well as educational practice and settings. The various factors are more remarkable in bilingual learns. The numerous elements which shaped the acquisition process of one’s literacy are metabolic and also challenging for learns and teachers (Tse et al., 2012).
In recent years, when it comes to the teaching process of different ages of students, the curriculum arrangements shows a lot in common. For instance, the most apparent feature is that almost all the teachers utilize frequently and extensively of multimedia methods to help their students have a better understanding of the contexts. In the research (Oriyama, 2011) Pedagogical activities are no longer satisfied with the conventional methods but also requires some additional means to encourage students acquire language skills.
http://www.51due.net/writing/research-paper/sample32384.html
With regard to the concrete characteristic of different stages of students, the distinction is that the older students need more specific and complicated courses plan and complex teaching materials (Duran, 2017). For early year children, phonics and games about literacy are quite helpful, while for middle school and senior middle school students teachers need abundant teaching skills and advanced curriculum setting (Popko, 2004). This paper will focus on the literacy acquisition of bilingual learns in early childhood. That is to say, related researches about early year bilingual learners will be analyzed and some teaching implications will be summarized from the researches.
Relations Between Teachers’ Teaching Activities and Bilingual Learners
On the one hand, there are many similarities in the study (Englezou and Fragkouli, 2014) and the study (Sawyer et al., 2016). The researchers selected the test group from early childhood bilingual learns and their teachers from international school randomly. Using observation as the main method to achieve the research aims these two experiment made great findings. With regard to the research findings, the evident finding is that the various methods teachers applied into the teaching process indeed affect the learning outcome of early childhood students in literacy acquisition. For instance, diverse interaction activities in the study (Englezou& Fragkouli, 2014) and the use of the first language as an assistant to improve the level of linguistically responsive practices in the study (Sawyer et al., 2016) in educational contexts precisely promote the literacy learning.
On the other hand, evident differences demonstrate in these two researches. Three dominating differences will be discussed in this paper. Firstly, the purpose of the study (Englezou and Fragkouli, 2014) is to investigate how teachers’ literacy skills and exercises stimulate the literacy acquisition of children in early childhood. Different from the purpose in the first the study, in the study (Sawyer et al., 2016) multiple targets were set: Measuring teachers’ application of linguistically responsive practices with Dual Language Learns; describing teachers’ beliefs about the influence of language and culture in educational contexts; examining the relations among the use of linguistically responsive practices, beliefs about language and culture, ability to speak the students’ first language and classroom composition.
Secondly, since different purposes exist in the studies different emphases were put upon different dimension. In the study (Englezou and Fragkouli, 2014), the research outcome summarized from the main teaching processes which consist of oral language development, printed language development, teaching literacy through play, preferred activities according to gender and teachers’ management of children with EAL( English as Additional Language). In the study (Sawyer et al., 2016), Language and Literacy practices,teachers’ beliefs about language and culture, Spanish-speaking ability of teachers, classroom composition and interactions were deemed as the key aspects .
To discuss more straightforward, the study (Englezou and Fragkouli, 2014) focus on more concrete teaching procedures in literacy and language development on account of the observation established on all the pedagogical practices. Nevertheless, the study (Sawyer et al., 2016) pay more attention to more abstract and embedded concepts, such as the ability of teachers to speak Spanish and their beliefs about language and culture. Because of that, the first study (Englezou and Fragkouli, 2014) showed more details about the test process in which various teaching methods affected children’ literacy learning skills. On the contrary, the study (Sawyer et al., 2016) did not display sufficient performance of students in the learning process but described a great deal of causes.
Finally, the outcomes and implications of the study (Englezou& Fragkouli, 2014) and the study (Sawyer et al., 2016) represent distinct differences. To be more specific, connecting the outcomes with the purpose and detailed test process, the study (Englezou& Fragkouli, 2014) lay emphasis on plentiful different forms of teaching and found that almost no special attention and course setting were allocated to bilingual learners when carry out all the teaching activities. As for the study (Sawyer et al., 2016), the outcome and hypothesis made a noteworthy distinction. Three questions were raised before the test but only to find out that not like assumed, teachers only applied few linguistically responsive practices in teaching and only the capacity of whether a teaching speak the same first language with students affected the linguistically responsive practices. On account of different outcomes different reflections possibly be explore in the studies (Barnard& Glynn, 2003).
Reflections and Implications
selected the research (Englezou& Fragkouli, 2014) and the research (Sawyer et al., 2016) as two typical articles is beneficial for improving my own teaching skills as an early childhood teacher.
In the research (Englezou& Fragkouli, 2014), teachers designed a number of teaching methods, such as preferred activities according to gender, teaching literacy through play and oral language development activities. To some extent, although all the ways played a positive role in literacy learning process, these ways have not found the fundamental issues of the weaknesses of bilingual learns when they learn literacy with other children whose first language are English.
In order to address the issues, except for a more appropriate teaching framework which should be revised by educational institution, teachers should pay more attention to every single student and know their features as well as learning habit deeper, especially the bilingual learners (Brooks, 2017). What is more, in the challenging teaching contexts, teachers need to apply the teaching aids more efficiently and make the best adjustment of these supplements to enhance the teaching quality instead of wasting the materials. Only by applying teaching methods efficiently can achieve the teaching tasks.
In addition, in the research (Sawyer et al., 2016), the focus of the experiment was on the language and Literacy practices,teachers’ beliefs about language and culture as well as the capacity of teachers in Spanish. These are more insightful concerns in the research of the influence factors of bilingual learners. Whereas, the results of the research displayed to be far from satisfactory due to some limitations.
It is worth mentioning that, the research stated that the teachers’ beliefs in language and culture is likely not automatically translate into practices, but we have to acknowledge their relationship (Peercy et al., 2013). Thus it is important and urgent to correlate the teachers’ personal cultural background and beliefs when across bilingual learners in teaching practices. Can a student performs good or not in literacy learning not only affected by teachers but also shaped by the development level of economy, technological innovation and progress as well as educational practice and settings (Alptekin& Tatar, 2011). In this regard, the appropriate estimate of teachers’ personal language and culture background proved to be significant and need a lot of work to do.
Conclusion
Undeniable, Literacy teaching and learning for bilingual learns are facing with challenges. The challenges not only comes from the changing social factors but also on account of the individual difference of bilingual learners. Through the discussion in the paper, reflections and implications on both specific teaching methods and in abstract teachers’ beliefs along with culture background can help to have a better understanding of literacy teaching so as to obtain better teaching effect.
References
Alptekin, C., & Tatar, S. (2011). Research on foreign language teaching and learning in turkey (2005–2009). Language Teaching, 44(3), 328-353. doi:10.1017/S026144481100005X
Barnard, R., & Glynn, T. (2003). Bilingual children's language and literacy development : New Zealand case studies. Multilingual Matters.
Behrent, S., Doff, S., Marx, N., & Ziegler, G. (2011). Review of Doctoral research in second language acquisition in Germany (2006-2009). Lang Teach, 44(2), 237-261. doi: 10.1017/ S0261444810000455
Brooks, M. D. (2017). How and when did you learn your languages? bilingual students’ linguistic experiences and literacy instruction. Journal of Adolescent & Adult Literacy, 60(4), 383-393. doi:10.1002/jaal.573
Duran, L., (2017). Audience and young bilingual writers: bilingual on strengths. Journal of Literacy Research, 49(1), 92-114. doi: 10.1177/ 1086296X16683420
Englzou, E., & Fragkouli, F.(2014). Literacy in the early years and English as an additional language: the case of a British international school. Journal of Research in International Education, 13(1), 46-62. doi: 10. 1177/ 1475240914528851.
Erting, L., & Pfau, J. (1997). Becoming bilingual: facilitating english literacy development using asl in preschool. sharing ideas. American Sign Language, 26.
Oriyama, K. (2011). The effects of the sociocultural context on heritage language literacy: Japanese-english bilingual children in sydney. International Journal of Bilingual Education and Bilingualism, 14(6), 653-681. doi:10.1080/13670050.2011.570739
Peercy, M. M., Martin-Beltran, M., & Daniel, S. M. (2013). Learning together: creating a community of practice to support English language learner literacy. Language, Culture and Curriculum, 26(3), 284-299. doi: 10. 1080/ 07908318.2013.849720
Popko, J. (2004). Language and literacy teaching for indigenous education: a bilingual approach. Tesol Quarterly, 38(1), 175–176.
Sawyer, B. E., Hammer, C. S., Cycyk, L. M., Lopez, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers’ language and literacy practices with dual language learners. Bilingual Research Journal, 39 (1),35-49. doi: 10.1080/ 15235882. 2016. 1138904
Tse, S., Hui, S., Ng, H., & Lam, W. (2014). A comparison of hong kong primary 4 students' relative progress in chinese and english reading attainment in 2013 1. Quarterly Journal of Chinese Studies, 3(2), 37.
想要了解更多英国留学资讯或者需要paper代写，请关注51Due英国论文代写平台，51Due是一家专业的论文代写机构，专业辅导海外留学生的英文论文写作，主要业务有论文代写、assignment代写、paper代写。在这里，51Due致力于为留学生朋友提供高效优质的留学教育辅导服务，为广大留学生提升写作水平，帮助他们达成学业目标。如果您有paper代写需求，可以咨询我们的客服QQ：800020041。
51Due网站原创范文除特殊说明外一切图文著作权归51Due所有；未经51Due官方授权谢绝任何用途转载或刊发于媒体。如发生侵犯著作权现象，51Due保留一切法律追诉权。
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