International Journal of Literacy, Culture, and Language Education最新文献

Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work TESOL 中的语言教师身份，作为身份工作的教师教育与实践

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.35754

Vesna Dimitrieska

引用次数: 0

In the Trading Zone 在交易区

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.32513

Max Vazquez Dominguez, Lourdes Cardozo-Gaibisso

引用次数: 0

Indigenous Language Endangerment as the Hearse of Democratic Culture among the Yoruba People of Nigeria 本土语言濒危是尼日利亚约鲁巴人民主文化的灵车

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.31830

Samson Olusola Olatunji

{"title":"Indigenous Language Endangerment as the Hearse of Democratic Culture among the Yoruba People of Nigeria","authors":"Samson Olusola Olatunji","doi":"10.14434/ijlcle.v4i.31830","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.31830","url":null,"abstract":"There is a proven intricate interconnectedness between language and culture. Most Yoruba political office holders demonstrate degrees of English language proficiency as evidence of English-medium Western education. It is thus logical to expect them to have become democratic in behavior. However, many that have held political posts in Nigeria have proved undemocratic. One then wonders how they successfully avoided being “infected” by the democratic values of Western cultures. One could logically conclude that a typical Yoruba politician is unable to learn democratic values from Western education because of the long history of the monarchical system of government. This paper, however, probed the existence of democratic values in Yoruba precolonial government. Data were obtained from 200 respondents through a mix of accidental and stratified sampling techniques. A four-item interview guide was administered to the respondents by the researcher. Among the findings is that the Yoruba language is replete with proverbs, aphorisms, and idioms capable of promoting democratic values. Comprehensive implementation of mother-tongue-based multilingual education up to the end of secondary school level is thus recommended for the preservation of the democratic values of their traditional cultures to facilitate adequate understanding of Western democratic literacy.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"21 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Response to Intervention in Reading 响应阅读干预

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.33175

Amanda R. Hurlbut, Jemimah Young, Catherine Boggs, Jamaal Young

{"title":"Response to Intervention in Reading","authors":"Amanda R. Hurlbut, Jemimah Young, Catherine Boggs, Jamaal Young","doi":"10.14434/ijlcle.v4i.33175","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.33175","url":null,"abstract":"The purpose of this study was to review the existing literature on the use of Response to Intervention (RTI) in reading to critically analyze the methodologies, instruments, and findings within the context of the surrounding literature. RTI remains a key process in special education research and practice. Hence, studies range from intervention effectiveness, implementation fidelity, and methods for determining responsiveness to intervention. There are numerous RTI related research studies indicating that tiered or scripted intervention programs may help students identified as at-risk make academic progress on pre-and posttest measures. However, many of these same studies also indicate that students identified as at-risk do not receive the instructional support necessary to close opportunity gaps in reading. To address this concern, we conducted a systematic review of the RTI reading literature. The results indicate that a wide variety of screening and progress monitoring tools were utilized in reading research, which may account for the vast variation in efficacy across studies. Moreover, researchers cite validity, reliability, and replicability as main concerns in determining true responsiveness to an intervention when such a plethora of resources are available. We conclude that consensus is needed in the literature to determine the best screening and progress monitoring instruments to identify true responsiveness and distinguish the best methods for designing, studying, and replicating intervention programs that sustain academic performance by at-risk learners through an RTI based tiered intervention model.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"17 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relationship and Attributive Impact of Self-Regulation, Language Learning Strategies, and Second Language Anxiety to Second Language Learning of Grade 11 Students 自我调节、语言学习策略和第二语言焦虑与 11 年级学生第二语言学习的关系和归因影响

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.36048

Angelie Lyn Cordero, Bayani Santos Jr.

{"title":"Relationship and Attributive Impact of Self-Regulation, Language Learning Strategies, and Second Language Anxiety to Second Language Learning of Grade 11 Students","authors":"Angelie Lyn Cordero, Bayani Santos Jr.","doi":"10.14434/ijlcle.v4i.36048","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.36048","url":null,"abstract":"Second language (L2) learning is a complex process for language learners, which is evident in the language performance of Filipino learners who are performing poorly in writing and reading in English. Based on several studies with findings that corroborate the influence of self-regulation, Language Learning Strategies (LSS), and L2/ESL anxiety on L2 learning, the present descriptive-correlational study aimed to determine the relationship and attributive impact of self-regulation, LLS, and L2/ESL anxiety on L2 learning in a defined Philippine university. The data were collected from 447 Grade 11 participants using questionnaires. The collected data were analyzed using mean, Pearson’s correlation coefficient, and multiple regression analysis. The findings revealed that self-regulation has a weak positive significant correlation with L2 learning, while LLS and L2/ESL anxiety have no significant relationship with L2 learning. As for the attributive impact, the findings suggested that self-regulation is directly proportional to L2 learning, and LLS are indirectly proportional to L2 learning. As for L2/ESL anxiety, it has no significant impact on L2 learning. The findings became the basis of the recommended strategies for second language teachers.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"62 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language is Politics 语言即政治

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.37199

Jae-Bong Jeon

引用次数: 0

Vol. 4 (2023): International Journal of Literacy, Culture, and Language Education (IJLCLE) 第 4 卷（2023 年）：国际扫盲、文化和语言教育期刊》（IJLCLE）

International Journal of Literacy, Culture, and Language Education Pub Date : 2023-12-26 DOI: 10.14434/ijlcle.v4i.37198

Serafín M. Coronel-Molina, Xin Chen, Ebrahim Bamanger, Suok Kwon

引用次数: 0

Full Vol 3 (2022) International Journal of Literacy, Culture, and Language Education (IJLCLE) 全卷3(2022)国际识字，文化和语言教育杂志(IJLCLE)

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.35377

Serafín M. Coronel-Molina, Ebrahim M. Bamanger

引用次数: 0

Construyendo Puentes 搭起桥梁

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.32355

Laura Beth Kelly, Stephanie Abraham, Kate Kedley, Cinthya Bolanos

引用次数: 1

Parental Involvement in Children’s Initial Literacy Learning in Primary Schools in Mungwi District, Zambia 赞比亚Mungwi地区父母参与小学儿童最初的识字学习

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.32672

Maureen C. Kasakula

{"title":"Parental Involvement in Children’s Initial Literacy Learning in Primary Schools in Mungwi District, Zambia","authors":"Maureen C. Kasakula","doi":"10.14434/ijlcle.v3i.32672","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.32672","url":null,"abstract":"Abstract\u0000This study sought to establish what primary schools were doing to ensure that there was parental involvement in children’s literacy learning. A qualitative design methodology was utilized, and data was collected through interviews, document analysis, and focus group discussions. The study found that parental involvement in children’s initial literacy learning in many schools was only achieved through the strategies put in place by some cooperating partners working with the schools such as Read to Succeed, a nongovernmental organization supported by the United States Agency for International Development (USAID). The strategies put in place by these partners enabled teachers and parents to work together so that parents were able to actively get involved in their children’s initial literacy learning. The study recommends that teacher education seriously consider including components on parental involvement in the college literacy syllabus to enhance teachers’ involvement of parents in children’s initial literacy learning in primary schools. The study further recommends that parental involvement in children’s literacy learning should be embedded in the school curriculum to enhance the commitment of teachers and school administrators.\u0000 \u0000Key Words: parental involvement, initial literacy, learning, primary schools, children\u0000 \u0000 ","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128403822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0