Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Abstract/Notes: How do we help children practice and retain the second language in a Dual Language program? We must find effective and fun ways, like Peer Tutoring and Cooperative Groups. This research was conducted with a group of 21 six and seven year olds in a Dual Language Immersion classroom in a Title 1 school. There was a mixture of boys and girls, Latinos, African-Americans and Caucasians. Data collection was done through surveys, observations, artifacts and narratives. The data showed that while these strategies did increase vocabulary, they did not inspire the children to speak more Spanish. They still reverted back to speaking in English. Based on my findings, students require more vocabulary and would benefit from more opportunities to practice it.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

ISSN: 0571-1142

Abstract/Notes: Carla Foster shows how the imagination facilitates evolutionary humour, which enriches language, and how linguistic humour introduces cognitive fluency—another characteristic of imagination, referring to the movement of the mind in all directions through space and time.

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

Language: English

Abstract/Notes: The purpose of this study was to explore how mindfulness practices help increase motivation in high school students in a foreign language classroom. This study was conducted at a small school in an urban area in Texas. Nineteen students between the ninth and tenth grades were the participants in this research. The data collection included a pre and post motivational questionnaire that helped identify how motivated the students felt in the classroom. Data was collected on each participant through weekly self-assessments. The results of this action research showed that the implementation of mindfulness practices helped to increase the motivation of the students in the high school Spanish class. The action research project was conducted at the beginning of the second semester of the school year with a duration of four weeks.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.

Language: English

Published: St. Paul, Minnesota, 2019