Models of English and Chinese word reading for adolescent Chinese–English bilinguals

These two studies examined the processes underlying English and Chinese word reading in Chinese–English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English and Chinese to adolescents and young adults living in Canada. The results show that similar word reading processes were used to read English and Chinese for the bilinguals who were recent immigrants and had less exposure to English. Specifically, vocabulary knowledge was directly related to English and Chinese word reading in the more recent immigrants. However, phonological awareness was not related to English word reading in this group. Conversely, reading processes in the two languages were less similar for participants who were long-term immigrants. In the long-term immigrant group, English reading was related to phonological awareness. The writing system of the first language (L1) exerted an influence on L2 reading and the degree of influence was related to language experience.     

The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners

This study compared the English spelling of native Spanish-speaking children receiving English-only instruction with monolingual native English speaking children at the end of kindergarten. In invented spelling, young bilingual children can show us how they perceive the unique sounds of English by the way they map English letters onto non-Spanish sounds. The spelling of non-Spanish phonemes and English and Spanish stop consonants differing in voice onset time were examined. The relationship of plausible English spelling with English vocabulary knowledge was also investigated. The bilingual kindergarteners had significantly fewer correct spellings of ending stop consonants, which differ phonetically in English and Spanish, than did the monolingual group. No significant difference between the two groups at the end of kindergarten was found when spelling non-Spanish phonemes however. The lexical restructuring model was applied to explain a positive correlation between vocabulary and plausible English spellings.     

Handling heterogeneity in English geography textbooks 1850–2000

Teaching demands engagement with a diverse world. When teaching about distant places, school textbooks commonly employ mediation devices of comparison, contrast and narratives of change. To what extent are such pedagogical strategies inherently othering? This question is addressed in the context of representations of Japan in English geography textbooks from 1850 to 2000. A process of detailed qualitative analysis was applied to the books, focussing on language structures, but also considering visual elements. Although the nature of comparison and change narratives varied over time, there was an enduring power dynamic within their construction. It is important to recognize this dynamic because of the widespread use of such taken-for-granted strategies. This is relevant not only to geography education but to any discipline in which the world is represented. Can other ways of constructing the world offer an alternative approach?     

剖析English学好English

同学们,自从你开始学习英语,你最为熟悉的英语单词是哪个？是不是English？其实单词English中的每个字母,均代表着一个特定的含义,深刻地揭示了学好英语应具备的基本素质和方法。同学们,咱们一起来了解其中的奥秘吧!     

British English and American English

A student is studying British English.He wants to know:Can I have atalk with Americans? Can they catch me? Learners of English often ask-what are the differences between British English and American English?     

Crosslinguistic influence on phonological awareness for Korean–English bilingual children

This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness). Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light of interlingual influence on bilingual children’s phonological awareness.

The importance of morphological awareness in Korean–English biliteracy acquisition

This study examined the importance of morphological awareness in Korean–English biliteracy acquisition. English is an opaque orthographic system, in which letters and sounds have indirect correspondences. Korean Hangul, on the other hand, is a transparent orthographic system where there are direct letter-sound correspondences. Sixty-five children from Grades 2 to 4 were tested on a set of comparable Korean and English tasks tapping into oral vocabulary, phonemic awareness, morphological awareness, real word reading, and passage reading comprehension. Results showed that morphological awareness explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphological awareness is important not only in an opaque orthography but also in a transparent orthography. Furthermore, morphological awareness in one language uniquely predicted a significant amount of variance in reading real words in the other language, suggesting that morphological awareness facilitates word reading across different orthographies.     

Cool English

好棒!好酷! Excellent!/Cool!/Oh,boy!/Yeah! 太酷了! That's cool! 成功了! I(we)did it! /I (we)made it!/Way to go! 小事一桩! That a piece of cake./That as easy as pie! 不要高兴得太早.Don't count your chickens before they hatch. 当然! You bet!/You know it. 打起精神! Cheer up!/Keep your spirits up!/Keep your chin up!     

English Songs

One day, I turned on the radio and heard a very beautiful song of English. I was crazy about it. After that, I knew that the name of the song was “Fool Again”. It was sung by the Westlife. The group has five boys. They come from Ireland.     

Happy English

\二一一—/ In a market在菜市场 必雹早、 shoPPing bag 购物袋 vegetable蔬菜 匕eef牛肉 、﹄心洲e 工f月刁y尸护S 卜﹄了气‘一，e 、叮目眠吸、，e 下卜网日、、O︺ f ish鱼 duek鸭 Pork猪肉 ehteken鸡 hawker小贩 SOnl 可与 名词 *Playg别me: 气宜jr、L‘ ︵ ﹄ 气、‘户夕L己 *FIll in the blanks and read the sentenees 琦 瑰麟啼… 请伺我可以要攀精肉鸣牙;二织户扮谕 *Hurnoro瑙story: 炭少一异碑「l/， A Baby Sister Nurse:Don‘t You 一ike释 your new baby sister， Johnnie? Johnnie:She‘5 all right，but 1 wish…     

Happy English

Dictionary:umbrella伞upstairs上楼under在……下面ugly丑的     

English Joke

A A man walks into a shopand sees a lovely little dog.He asks the shopkeeper,"Does your dog bite?"The shopkeeper says,"No,my dog does notbite."The man tries to pet the dog and the dogbites him."Ouch!"He says,"I thought you said yourdog does not bite!"The shopkeeper replies,"That is not mydog!"     

English SQUARE

听说人大的英语角办得很不错,编者特意去观察了一下,发现还确实是有意思。男女老少、中外人士,各色人等,都会出现在这里。     

Fashion English

迷你常用语1.do everything possible;do the impossible. 尽可能地做;做不可能的事。2.I moved heaven and earth to find a nice apart-ment for her,but she still refused to move. 我想尽办法为她找一栋好的房子,但她仍拒绝搬家。3.one hardly expected. 某人所没有料到的。4.After such e beautiful,sunny morning,littledid I think that it would rain. 过了那么美丽而晴朗的早晨后,我没料到会下雨。     

Happy English

Ⅰ go to bed 要早起， play games 玩游戏， thirty,forty 三、四十， Don′t forget 别忘记。 Ⅱ go to school去上学 go home学习靠自觉。 thirteen o′clock十三点， about意思是大约。 Ⅲ go to the classroom去教室， fifteen,eighteen要认识， eighty 八十 hundred百， what time 看 watch. Ⅳ old photo 旧照片， baby 婴儿在摇篮， soon 不久 guess 猜， doll 洋娃娃真好看。Happy English@支振彪…