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This dissertation investigates L1 and L2 language comprehension via translation task that accounts for “good -enough” language comprehension pioneered by Lim and Christianson (2013a,b). There are two main experiments, the first one tests native Urdu speakers with English as L2, the second experiment test native German speakers with English as L2. The nature of stimuli in both experiments consisted of matched L1 and L2 sentences with either subject relative clauses (SRCs) or object relative clauses (ORCs) – that is a first factor ‘word order canonicity’ varied whether relative clauses occurred with either canonical or non-canonical word order. All relative clauses were semantically irreversible. By reversing the arguments within the relative clause, implausible relative clauses were created, resulting in a second factor ‘Plausibility’. The two factors Word Order Canonicity and Plausibility were combined with the different translation directions (English–Urdu and Urdu–English in Experiment 1, English–German and German–English in Experiment 2) so that the combined effects of structure and meaning could be investigated for different language pairs and different directions of translation, addressing the question of whether the “good-enough” approach to language comprehension proposed by Ferreira (2003) (see Karimi and Ferreira, 2016) provides a valid framework for L1 and L2 language processing.
This special issue on L1 Teacher Education has generated considerable enthusiasm – it represents the first issue emerging from a new Special Interest Group on L1 Teacher Education in the International Association of Mother Tongue Education. As editors, we found that the articles fall into two groups: Teacher preparation at the university (three articles) followed by teacher practices in the schools. Researchers from three regions – Europe, Australia and the Middle East – wrote the articles that highlight the international and global diversity of L1 educators and education, while nevertheless conducting reflexive dialogue about L1 teaching and learning across national boundaries.
The currency of writing research includes terms with which we believe we are all familiar. But frustration can quickly dominate cross-cultural exchange when the meanings of these apparently obvious terms seem to be just beyond our collective reach. The contribution uses translation theory, linguistic analysis, and educational theory to present key terms apparently shared by academic writing researchers and teachers in France and the United States, but in fact serving as obstacles to understanding because of their culture-specific, discipline-specific or institution-specific uses.
The writing program at Cornell University involves professors from across the disciplines teaching writing courses at each level of students' undergraduate careers. This program undertook an assessment of its effectiveness in the years 2002-2004. The process of creating and carrying out an assessment developed by professors involved in the program is reported, and the assessment results are presented. These results lead the writer to argue for the assessment process itself as a key experience in developing the disciplinary awareness of participating professors, who became involved in deep questioning of what 'good' student writing might be in higher education, and in what relationship to the language practices of each discipline. The assessment project's challenges and benefits support the value of assessment of students' work across disciplines as fundamentally owned by each discipline.
This paper presents a small-scale study that examines the relationship between spoken and written discourse among master's level teacher candidates at an urban American university. It analyzes the writing of teacher candidates before and after the introduction of a student-centered, group interaction methodology, the Nominal Group Technique. Some of the specific areas assessed are the relationship between what students said in their groups and what they wrote in essays, interaction dynamics among teacher candidates in groups, observer perceptions of group behaviors, and teacher candidates' perceptions of writing performance before and after the intervention. The study also assesses teacher candidates' essays (N = 9) and compares them to the essays of a control group (N = 8). A significant increase in scores is noted from pretest to posttest after the treatment. Reaction to the class experience was largely positive. Pedagogic implications arising from findings are considered together with some tentative pointers toward future research.
This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.
This article presents a research project conducted in a class of secondary school (first year) which linked reading, writing and acting. In this project, the teacher attempted to provide a support system for both first and second language acquisition. The idea was to use Greek tales published in a simplified version to look for ideas, vocabulary, routines, in other words what students were able to use when they acted then wrote the text of their own play. This constant back and forth between the oral and written format under the guidance of the expert formed the backbone of the system designed to help them discover a language beyond the daily contacts and a deep displeasure at school. With the help of the adults and of the mediating tools such as literature and acting they were able to collectively write a play that integrated many aspects of written French. In books they discovered worlds beyond their own that they can access when they open and use them. These crucial lessons, not only for students who are considered unable to study with a standard curriculum but also for teachers who are to work with them or similar students, serve to question notions such as creative drama and literacy.
This study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children's reading test scores and the frequency with which forty-two instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised 4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students' reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
This issue of L1 – Educational Studies in Language and Literature is the largest single issue we have produced since our introduction in 2000. Containing seven articles, it covers a range of L1 issues: reform movements, the role of literature, culture and multiculturalism in L1, literacy, technology, reading comprehension and the role of oral and written language in L1 Teacher Education. Authors represent a similar diverse national scope: New Zealand, North Cyprus, France, USA, Hong Kong and Israel. The issue reflects the sentiments expressed in our IAIMTE Conference 2007 theme in Exeter, UK: "Crossing Cultural Boundaries." It represents both the diversity in the field and the simultaneous opportunity to speak to a wide range of critical L1 issues between the covers of a single copy of the journal.