Assignment 4:

Recommendations
Literature Review
Positive Attitude toward Learning
 Intensive courses should develop a positive attitude
toward enhancing both L1 and L2 literacy skills (Angel &
García, 2017).
 Motivated learners create goals for themselves and find
enjoyment in learning (Angel & García, 2017; Ekiz &
Kulmetov, 2016).
Language Proficiency
 Language proficiency – degree of capability and
comfortability to use a language.
 There is a significant relationship between L1 and L2
proficiency (Cummins, 2005; Cummins, 2013; Angel &
García, 2017).
 Benefits of cross-linguistic transfer (Cummins, 2005).
 Lower levels of English language proficiency results in less
confidence, reduced interactions, and passivity in classroom
activities (Park et al., 2020).
 L2 conversational fluency should develop within a year or
two of intensive exposure to the language (Cummins, 2005).
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Literature Review (cont.)
Challenging and Creative
 Curriculum that encourages active participation, transfer of
new learning, is meaningful and motivating, and provides
opportunities to practice (Goldenberg, 2008, as cited in
Garcia & Kleifgen, 2018).
 Padlet – a tool for collaborative online learning; influences
participation and promotes critical thinking skills and
reflection (Park et al., 2020).
Dual-language bilingual program
 Transitional bilingual education – home language is a
“bridge” to facilitate learning of L2 (Garcia &
Kleifgen, 2018).
 Dual-language bilingual program – Language other
than English (L2) is used at least 50% of the time to
facilitate bilingualism (Garcia & Kleifgen, 2018).
 Increased L2 exposure at school helps learners
comfortably switch languages at home (Cummins,
2013).
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Language Learning
(How do these keywords explain language learning?)

Positive attitude toward learning

Language proficiency

A positive attitude can help Language proficiency levels

learn languages more help teachers devise
effectively. appropriate teaching
strategies for better learning.

Dual-language bilingual
Challenging and creative program
Language learning must be
challenging and creative so A program of language
it’ll be motivating for learning that encourages
learners. learners to use both L1 and
L2 literacy skills.

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Findings

 Born in Mexico and received primary education there. Spanish

was the medium of instruction of most subjects.
 After two years in primary school, the family moved to the
United States.
 Currently enrolled in an English Language Development
program (ELD).
 Can speak, write, read, and understand simple English
sentences but is most comfortable with using her first
language, Spanish.

Image retrieved from https://creazilla.com/nodes/6938-little-girl-clipart

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Recommendation 1

Cross-linguistic
transfer (Cummins, Padlet allows
Ysa is reluctant to use 2005); Challenging, anonymity; can be
L2 in conversations creative (Garcia & used for vocabulary
Kleifgen, 2018; Park activities
et al., 2020)

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Padlet

Image retrieved from https://blog.neolms.com/practical-examples-of-using-edtech-to-successfully-teach-vocabulary/

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Recommendation 2

Challenging, creative
(Garcia & Kleifgen, 2018);
Ysa enjoys being with motivated learners (Angel Group work; encourage
friends and converses in & García, 2017; Ekiz & discussion in L1; assign
English with them Kulmetov, 2016); Dual- roles
language bilingual program
(Garcia & Kleifgen, 2018)

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References

 Ángel, N. L. M., & García, J. M. M. (2017). Improving English language learners’ academic writing: A multi-strategy
approach to a multi-dimensional challenge. GIST Education and Learning Research Journal, 14, 49-67.
 Cummins, J. (2013). Current research on language transfer. In P. Siemund, I. Gogolin, M. E., Schulz, & J. Davydova,
Hamburg studies on linguistic diversity: Multilingualism and language diversity in urban areas: Acquisition, identities,
space, education (289-304). John Benjamins Publishing Company.
 Cummins, J. (2005). Teaching the language of academic success: A framework for school-based language policies. In
C. F. Leyba (3rd ed.), Schooling and language minority students: A theoretico-practical framework (3-32). LBD
Publishers.
 Ekiz, S., & Kulmetov, Z. (2016). The factors affecting learners’ motivation in English language education. Journal of
Foreign Language Education and Technology, 1(1), 18-38. https://www.jflet.com/articles/the-factors-affecting-learners-
motivation-in-english-language-education.pdf

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References

 García, O. & Kleifgen, J.A. (2018). Educating emergent bilinguals: Policies, programs and practices for English
learners (2nd ed.). New York, NY: Teachers College Press.
 Park, H., Filback, R. A., Crawford, J. (2020). Increasing participation of international students in the higher education
classrooms through technology-enhance instruction. In Optimizing Higher Education Learning Through Activities and
Assessments. https://doi.10.4018/978-1-7998-4036-7.ch015

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