ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Pre-Service English Language Teachers&apos; Perceptions about &apos;Teaching English to Young Learners&apos; through Metaphors
Author: Yaman, Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Figurative Language,Validity,Reliability,Student Attitudes,Undergraduate Students,Word Frequency,Foreign Countries,Phenomenology,Creativity,Language Usage

This qualitative study aims to reveal pre-service English language teachers' perceptions concerning 'teaching English to young learners' through metaphors. It has been carried out with the participation of 83 4th grade undergraduate students attending the English Language Teaching Programme at Ondokuz Mayis University. The data have been collected via a metaphor form with an open-ended statement as &quot;Teaching English to young learners is ……… because …………&quot;. The gathered data have been analysed through content analysis in stages coding and elimination, category development, validity and reliability, interpretation of the data. During the preliminary analysis of the gathered metaphors 11 of them were omitted due to the missing parts on the form. The remaining 72 metaphors were put into a similarity analysis revealing that 31 different metaphors in total were produced by the participants. The metaphors &quot;fun&quot; and &quot;turning-point&quot; have appeared to be the ones with the highest frequency. Among the other metaphors with high frequency are &quot;joy,&quot; &quot;challenge,&quot; &quot;difficulty,&quot; and &quot;hard-work.&quot; As for the categories yielded by the study, the frequency list is led by 'an enjoyable process', which is followed by 'a demanding process', 'an important process', 'a creative process', and 'an easy process' consecutively. Related discussions and recommendations are presented in the light of these findings.
An Overview of the Key Figures in ELT
Author: Yaman, Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Linguistics,Psychology,Professional Recognition,Researchers,Teaching Methods,Learning Theories

This study aims to give a brief overview of some prominent figures in the field of English Language Teaching (ELT) and their main contributions to the field. Since the field is closely interlinked with linguistics and psychology, most of the major contributors covered in the study are psychologists or linguists from various time frames as of the late 1800s. Actually, the current stage attained in the field is the accumulation of knowledge and experiences throughout centuries;and some outstanding figures have made really remarkable contributions in this long process.While some of them produced ground-breaking theories concerning a specific aspect of the field,some others produced guiding academic resources that has been employed by thousands of ELT researchers and practitioners. Although there are many studies which focus on different aspects o fELT and cover dispersed information about the outstanding figures covered here and their contributions, there is not one which provides a compact pile of information on these significant contributors. It has been intended to fill this gap in the existing literature and constitute a to-the point address about the fathers and mothers of ELT for the researchers, practitioners, and the interested layman.
A Sociolinguistic Study of the Realization of Refusals among Yemeni EFL Learners
Author: Alrefaee, Yasser
Date: 2019-00-00
Type: Journal Articles
Subjects: Sociolinguistics,Pragmatics,Second Language Learning,Second Language Instruction,Semitic Languages,Speech Acts,Foreign Countries,English (Second Language),Religion,Language Usage,Responses,Social Status,Social Differences,Language Proficiency,Transfer of Training,Language Tests,Contrastive Linguistics,Cultural Influences,Interpersonal Communication,English,Semantics,Native Speakers,North Americans

The present paper attempts to study the realization of refusal responses to invitations and requests among Yemen EFL learners in equal, higher and lower social status. It also aims to find out the pragmatic failure resulted from negative pragmatic transfer. In order to do so, refusals of 40 Yemeni EFL (20 high and 20 low proficient) learners were compared with refusals of 20 native speakers of English (ENS) and 20 native speakers of Arabic (ANS). Data were collected using a Written Discourse Completion Test (WDCT) consisting of six refusals to invitations and requests in higher, equal and lower social status. This study finds out that Yemenis and Americans used different refusal strategies when refusing persons of equal and lower social status. ANS also used the adjunct of invoking the name of God which is religiously rooted and culturally specific to assert their excuses. Interestingly, Yemeni EFL learners showed a tendency toward the L1 pragmatic norms in the use of invoking the name of God and also in the use of more Direct strategies when refusing someone equal or lower in status. With respect to the content of refusals, Yemenis used general and vague excuses when refusing someone equal or lower in social status whereas Americans, on the other hand, were found to use detailed and clear excuses with persons of different social status.
Neuroimaging and Reading Comprehension
Author: Perkins, Kyle
Date: 2019-00-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Reading Comprehension,Correlation,Diagnostic Tests,Reading Difficulties,Dyslexia,Second Language Learning,Learning Processes,Cognitive Ability,Syntax,Interdisciplinary Approach,Reading Processes

In this paper, we first introduce functional magnetic resonance imaging (fMRI), followed by a review of three themes of neuroimaging research on the neural correlates of reading-related skills: (1) typical and struggling readers, including developmental dyslexics, (2) an inverted U-shaped function in second-language reading that portrays an increased activation in the reading network during learning phases and a decrease in activation as participants were more familiar with the exercise, and (3) cognitive capacity and syntactic complexity. Our intent is to show that interdisciplinary work involving how language operates in the brain, including the neural basis of reading comprehension, can provide a deeper understanding of some of the mechanics, processes, and behavioral data associated with reading comprehension.
A Multifaceted Framework for EFL Curriculum Development to Prepare Students for Building a 21st Century Egypt
Author: El-Koumy, Abdel Salam A.
Date: 2019-12-00
Type: Books
Subjects: English (Second Language),Curriculum Development,21st Century Skills,Foreign Countries,Teaching Methods,Secondary School Students,Constructivism (Learning),Curriculum Evaluation,Communication Skills,Blended Learning,Group Discussion,Language Skills,Critical Thinking,Creative Thinking,Skill Development,Independent Study,Cooperative Learning,Learning Strategies,Service Learning,Reflection,Performance Based Assessment,Role of Education,Developing Nations,Multiple Literacies,Citizenship Education,Global Approach,Educational Needs

This book provides a multifaceted framework in which curricular content and methods of teaching, learning, and assessment are all tuned to adequately prepare students at the secondary school level and beyond for building a 21st century Egypt at no added cost, both during and after their formal education. This framework was developed in light of: (a) relationship between language and twenty-first century skills; (b) theoretical and experimental literature on twenty-first century skills and dispositions; (c) needs of Egyptian learners and Egyptian society; (d) constructivist theories of teaching, learning, and assessment; and (e) existing potentials of Egypt without additional cost or support from others. The book consists of four parts. The first part lays the theoretical foundations for the proposed framework. The second part deals with development and assessment of multifaceted curricular content prior to its wide-scale implementation in schools. The third part tackles multifaceted teaching and learning methods. Finally, the fourth part considers multifaceted assessment of both teaching and learning. The book includes nine tables, three figures, a bibliography, and a subject index. [This book was published by Modern Academy for University Books.]
Iranian Asylum Seeker and Refugee Pupils&apos; Experiences at a Turkish Primary School
Author: Alkan, Vesile
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Student Experience,Elementary School Students,Student Attitudes,Parent Attitudes,Teacher Attitudes,Student Adjustment,Adjustment (to Environment),Stress Variables,Language Skills,Cultural Differences,Religion,Faculty Development,Student Needs

Turkey is the one of the country hosting a large number of refugees and asylum seekers as stated in UNCHR. In Turkish context, it is seen that there have been a broad studies about Syrian immigrants. On the contrary, it can be said that there is a lack in studies about Iranian refugees and asylum seekers even there has been a dramatic increase due to the rigid and restrictive system of governance in Iran. Therefore, this study aimed to investigate Iranian pupils' experiences at a primary school in order to draw the picture of their lives in Turkish schools. To this view, this study designed according to a case study method following qualitative approach. The data was gathered from three pupils, three parents and three teachers with semi-structured interview forms. The results indicated that Iranian pupils' experiences grouped under themes like adaptation to new temporary world, tension resulting from moving to a new place and incompetence in language. It is seen that Iranian pupils had difficulties at the beginning and are worried about possible religion conflicts in Turkey. The results of this study suggested that teachers need training courses regarding multicultural education in order to support Iranian pupils' learning process.
Mathematics Teaching Anxiety Scale: Construction, Reliability and Validity
Author: Alkan, Vesile
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Rating Scales,Mathematics Instruction,Test Construction,Test Validity,Test Reliability,Preservice Teachers,Elementary School Teachers,Foreign Countries,Factor Analysis,Self Efficacy

This study aimed to develop mathematics teaching anxiety scale for prospective primary school teachers. It was designed based on survey method and conducted with four sampling group consisting of 956 prospective primary school teachers at Education Faculties in Turkey. First sampling group was consisted of 404 prospective primary school teachers and 96 out of it were involved in the application of open-ended questions and 308 were involved in exploratory factor analysis. 305 prospective primary school teachers in the second sampling group participated in the confirmatory factor analysis, 108 prospective teachers in the third group were involved in criterion validity and 139 prospective teachers in the fourth one participated in the test-retest reliability analysis. As a result of the principal component analysis of the Mathematics Teaching Anxiety Scale (MTAS), it was found that the scale indicating single factor structure and consisting of 31 items (47.43% of the total variance). After suggested modifications, the scale MTAS was constructed with 19 items. 12 items were removed from the scale and the confirmatory factor analysis (CFA) was carried out with 19 items. According to CFA results (0[less than or equal to]X2 / df = 1.483[less than or equal to]2, RMSEA = 0.040, RMR = 0.050, AGFI = 0.908, TLI = 0.972, CFI = 0.976, IFI = 0.976, GFI = 0.928, NFI = 0.930 and RFI = 0.919), it was confirmed that the scale structure was consisting of 19 items and one dimension. The Cronbach's alpha coefficient of the final form of Mathematics Teaching Anxiety Scale was calculated as 0.93.
New Skills for Youth Innovation Sites 2019 Snapshot: New Orleans, Louisiana
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Career Readiness,Vocational Education,Educational Innovation,Education Work Relationship,School Community Relationship,School Business Relationship,Access to Education,Educational Cooperation,High Schools,Middle Schools,Public Schools,Family School Relationship,Alignment (Education)

Launched in 2016, JPMorgan Chase &amp; Co. New Skills for Youth (NSFY) is a $75 million, five-year global initiative aimed at transforming how cities and states ensure that young people are career ready. The local investments from across the world -- Innovations Sites -- aim to identify and implement the most promising ideas in career education, with a special focus on communities with the greatest needs. In just a few short years, the number of New Orleans, Louisiana public school graduates earning statewide industry-recognized credentials in three leading industries--health sciences, creative media and technology, and skilled crafts--has increased fivefold. This is in large part due to the work by YouthForce NOLA, an education, business and civic collaborative that prepares New Orleans public school students to pursue high-wage, high-demand career pathways. JPMorgan Chase &amp; Co. NSFY initiative invested in Youthforce NOLA as an Innovation Site to expand and enhance the organization's efforts to develop a pipeline of skilled workers for high-demand, high-wage careers. This snapshot profiles the work YouthForce NOLA is doing to improve career pathways for learners.
Taking Mathematics Instruction to Task: Applying Second Language Acquisition Approaches to Analyze and Amplify Learning Opportunities for English Learners
Author: Chu, Haiwen
Date: 2019-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Second Language Learning,Language Acquisition,English Language Learners,Mathematics Education,Middle School Students,Middle School Mathematics,Mathematics Curriculum,Curriculum Design

Drawing upon task-based learning designs from second language acquisition, we critique how mathematics education has primarily conceived of tasks as problems to be solved. We extend the notion of communicative gaps (e.g., opinion and information) into a framework that considers the flows of information that tasks structure and facilitate. We then employ the analytic framework to examine collaborative mathematics tasks from three popular middle school curricula. Such a framework offers educators tools for assessing the extent to which existing curricula provide English learners with challenging and well-supported opportunities to communicate about mathematics. Based upon this initial survey of the field, in terms of mathematical and language development opportunities we offer next steps and alternatives for curriculum designers and teachers to consider as they create mathematical tasks for English learners.
Using Sheltered Instruction Strategies to Develop EFL Secondary Stage Students&apos; Reading Comprehension Skills
Author: Elghotmy, Heba Elsayed Abdelsalam
Date: 2018-02-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Secondary School Students,Comparative Analysis,Reading Instruction,Instructional Effectiveness,Course Content,Interdisciplinary Approach,Language of Instruction,Reading Tests,Pretests Posttests,Foreign Countries

The current study aims to investigate the effect of sheltered instruction strategies on developing EFL first year secondary stage students' reading comprehension skills. Seventy EFL first year secondary stage students were randomly assigned into two groups; experimental (n=35) and control (n=35). The experimental group used sheltered instruction strategies in EFL reading comprehension skills while the control group underwent regular reading instruction. The findings indicated that EFL first year secondary stage students of the experimental group outperformed those of the control group in their EFL reading comprehension skills.
Individual Differences in Fractions&apos; Conceptual and Procedural Knowledge: What about Older Students?
Author: Bempeni, Maria
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Individual Differences,Fractions,Mathematics Skills,Secondary School Students,Grade 7,Grade 9,Mathematical Concepts,Foreign Countries,Adolescents,Knowledge Level,Age Differences

We constructed and calibrated an instrument targeting conceptual and procedural fraction knowledge. We used this instrument in a quantitative study with 126 secondary students (7th and 9th graders), testing the hypothesis that there are individual differences in the way students combine the two types of knowledge. Cluster analysis revealed four distinct student profiles: Students who were either stronger or weaker than expected with respect to both types of knowledge; students who were stronger with respect to conceptual knowledge; and students who were stronger with respect to procedural knowledge. These findings support the individual differences hypothesis. [This paper was published in: E. Bergqvist, M. Österholm, C. Granberg, &amp; L. Sumpter (Eds.). &quot;Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education&quot; (Vol. 2, pp. 147-154). Umeå, Sweden: PME.]
Creating Educational Technology for English Learners. Developer Toolkit
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-10-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,English Language Learners,Second Language Instruction,Adoption (Ideas),Faculty Development,Instructional Design,Best Practices,Technology Integration,Elementary Secondary Education,Educational Needs,Computer Software,Audiovisual Aids,Evidence Based Practice,Marketing,Information Security

The National Study of English Learners and Digital Learning Resources conducted by the U.S. Department of Education, Policy and Program Studies Service, on behalf of the Office of English Language Acquisition and the Office of Educational Technology provided the first national data on how educators across the country are using educational technology in instructing English learners. The study conducted surveys, case studies, and meetings with experts in the field, including educational technology publishers, researchers, and educators. The study's final report describes how districts and teachers identify and use technology in instructing English learners, as well as related supports and barriers. This toolkit builds awareness of the role technology can play for English learners and notes areas where technology developers can improve their offerings for English learners, based on needs suggested by the study. The toolkit provides guidance for educational technology developers in the following areas: (1) The needs of English learners and their educators; (2) Supports to consider including with your product that may be especially useful for English learners; (3) Ways to communicate about products with districts and educators of English learners to facilitate adoption of your products; and (4) The types of professional development and training activities that educators find most valuable. Five guiding principles for developers are detailed here, including what to do, and what to ask tips. They are: (1) Understanding what English learners and their educators need; (2) Designing by leveraging research and best practices; (3) Inclusion of support features for English learners; (4) Communicating with educators to increase product adoption to support the instruction of English learners; and (5) Offering instruction-focused professional development. [For the final report, &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume I: Final Report,&quot; see ED600461. For the accompanying appendices to the Final Report, &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume II: Technical Appendices,&quot; see ED600462. For &quot;Using Educational Technology - 21st Century Supports for English Learners. Educator Toolkit,&quot; see ED591004.]
Misunderstandings about and Misapplications of Plagiarism Techniques
Author: Mansy, Mahmoud A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Plagiarism,Misconceptions,Citations (References),Periodicals,Authors,Writing for Publication,Deception,Computer Software,Information Sources,College Students,Researchers,Ethics

Plagiarism is regarded as the act of &quot;taking credit for or benefitting from somebody else's ideas, words, concepts, formulations, etc. without giving due credit by means of referencing or quoting, and presenting work for personal benefit which does not contain individual authorship&quot; (Brown University Writing Centre 2015). In this paper, I will present to you some misunderstandings about and misapplications of plagiarism techniques and how some journals and universities use tools to detect something they call &quot;citations ratios&quot; instead of plagiarism.
Attention-Deficit/Hyperactivity Disorder: Insights from DSM-5
Author: El Saied El Banna, Adel
Date: 2019-06-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Clinical Diagnosis,Evaluation Criteria,Age Differences,Gender Differences,Incidence,Risk,Comorbidity

Attention Deficit Hyperactivity Disorder is a common neurodevelopmental disorder. This article examines attention-deficit/hyperactivity disorder. The focus is on the Diagnostic Criteria in DSM-5 [&quot;Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition&quot;], age of onset, gender differences diagnostic features, prevalence, differential diagnosis, risk and prognostic factors and comorbidity are discussed.
Disability in the Arab World: A Comparative Analysis within Culture
Author: Eissa Saad, Mourad Ali
Date: 2019-08-00
Type: Journal Articles
Subjects: Disabilities,Arabs,Comparative Analysis,Caring,Democratic Values,Congenital Impairments,Cultural Influences,Genetics,Marriage,Family Relationship,Genetic Disorders,Females,Early Parenthood,Students with Disabilities,Incidence,Literacy,Educational Attainment,Correlation,Cross Cultural Studies,Foreign Countries

The phenomena of disabilities in the Arab world can be viewed from various perspectives, considering historical times, epistemological programmes and theoretical models. This article is a theoretical review and comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability and theoretical assumptions of caring for disabled people in the Arab world. Content of the theoretical part of the paper includes reasons for caring for disabled Arabs, including: analysis of human orientation aspects, social orientation, equality of opportunity and principles of democracy orientation and human development orientation. In the second part of the article the authors discuss empirical comparative data related to disability in the Arab world as: various causes of congenital or acquired disabilities, including culturally bounded causes of disabilities in Arab world, related to marriages in close families and marriages of underage girls. The paper illustrates key aspects of conceptualization of disabilities in the Arab countries and gives comparative analysis of the latest data on the situation of children with disabilities in education sectors and adults in the labor market. This part of comparative analysis broadly refers to the primary data from the Arab countries published as research report in 2018 by the Economic and Social Commission for Western Asia. The report is entitled &quot;Disability in the Arab Region&quot;.