Sentence examples for in classroom language from inspiring English sources

The "Language" category has "Language Proficiency" and "Language Awareness", both of which are relevant to our interest in classroom language use for our assessment tool.

When children come to school, each chooses one of three 'corners' identified in the classroom: language and communication; logical thinking; or artistic expression.

In sum, what we have shown is that video analysis that supports views of the embodied and multimodal in interaction allows researchers to more fully see and hear the voices of students who are often marginalized because of lack of proficiency in the mainstream classroom language(s).

We will show how using video analysis to examine the embodied and multimodal engagements of students and teachers brings a richer view of communicative, interactive resource useage and thus allows us to see and hear the voices of students who are often marginalized because of lack of proficiency in the sanctioned classroom language(s).

There are only six semi open-ended descriptors (out of 195) in this section to describe classroom language use in open-ended description manner.

In terms of Teacher Language Proficiency, however, there is only one sub-category; Classroom Language in the Conducting a Lesson general category.

It valorizes the use of both the non-verbal and the verbal in students' communicative repertoires, and supports  viewing and conceptualizing these as tool boxes full of resources, versus seeing them as students lacking the ability to verbally communicate in classroom sanctioned languages.

Students learning to interact in classroom-sanctioned languages can be the last to speak up and or out, and might speak less than students who have greater linguistic competence in those languages.

This is important for research conducted across a range of educational contexts and is even more crucial for research with students who are developing proficiency in classroom-sanctioned languages.

This simple kind of evaluation study seeks to find main design problems in classrooms that affect language learning by using participant observations and individual interviews of students & instructors from School of Foreign Languages at Pamukkale University.

In fact, many studies have applied the FLCAS to analyze students' anxiety about foreign language learning in classroom situations (Aida 1994; Arnaiz and Guillen 2012; Dewaele 2013; Kitano 2001; Liu and Jackson 2008; Park and French 2013; Rodriguez and Abreu 2003; Sparks and Patton 2013; Sparks et al. 2011; Yashima 2002).