Popoia te reo kia penapena: Nurture the language

Research to develop a Māori language screening tool (Specialist Education Services, 2001), identified that students entering Māori Medium at five, could be classified into one of four Māori language competency, groups. Concurrently, teachers raised their need to identify the Māori language proficiency of five year olds entering Māori Medium so that more appropriate teaching strategies could be incorporated in preparation for literacy. Accordingly, three Māori oral-language assessment tools, to help identify the Māori language competency of students entering Māori Medium settings at five years of age and provide formative information, were developed in response to this need. This paper details the development and trial of these tools

Best Practices in Language Access and Cultural Competency

Checklist outlining an agency/company\u27s best practices and cultural environment for language access and competency

Project-based and self-directed learning

This article discusses the benefits of project-based and self-directed learning to develop competency in utilizing a second language and working collaboratively. The background premise of these modes of learning is provided, demonstrating that they work well for differentiated levels and language skills and improve student competence. Some of the areas examined are intercultural and scientific, ones that require the use of specific language in context. In addition, the concept of creating projects that increase student investment and motivation to make learning more relevant is juxtaposed with a student’s competency in an area after having participated in traditional approaches to learning. The overall benefit of the use of project-based and self-directed learning is that it allows the student to develop a higher skill set and greater engagement with the subject matter, producing better language and content outcomes

Impact of placement type on the development of clinical competency in speech–language pathology students

"This is the peer reviewed version of the following article: Sheepway L, Lincoln M, McAllister S. Impact of placement type on the development of clinical competency in speech-language pathology students. International Journal of Language and Communication Disorders . 2014 Mar-Apr;49(2):189-203. doi: 10.1111/1460-6984.12059., online 1 Nov 2013, which has been published in final form athttp://dx.doi.org/10.1111/1460-6984.12059. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving."Background: Speech language pathology students gain experience and clinical competency through clinical education placements. However, currently little empirical information exists regarding how competency develops. Existing research about the effectiveness of placement types and models in developing competency are generally descriptive and based on opinions and perceptions. The changing nature of education of speech language pathology students, diverse student cohorts, and the crisis in finding sufficient clinical education placements mean that establishing the most effective and efficient methods for developing clinical competency in students is needed. Aims: To gather empirical information regarding the development of competence in speech language pathology students, and to determine if growth of competency differs in groups of students completing placements which differ in terms of caseload, intensity and setting. Methods & Procedures: Participants were students in the third year of a four year undergraduate speech language pathology degree, who completed 3 clinical placements across the year and were assessed with the COMPASS® competency assessment tool. Competency development for the whole group across the three placements is described. Growth of competency in groups of students completing different placement types is compared. Interval level data generated from the students’ COMPASS® results were subjected to parametric statistical analyses. Outcomes and Results: The whole group of students increased significantly in competency from placement to placement across different placement settings, intensities and client age groups. Groups completing child placements achieved significantly higher growth in competency when compared to competency growth of students completing adult placements. Growth of competency was not significantly different for students experiencing different intensity of placements, or different placement settings. Conclusions and Implications: These results confirm that the competency of speech language pathology students develops across three clinical placements over a one year period regardless of placement type or context, indicating that there may be transfer of learning between placements types. Further research investigating patterns of competency development in speech language pathology students is warranted to ensure that assumptions used to design clinical learning opportunities are based on valid evidence

THE APPLICATION OF FUNCTIONAL APPROACH IN STANDAR KOMPETENSI LULUSAN (SKL) UJIAN NASIONAL SMP/MTs OF ENGLISH IN ACADEMIC YEAR 2011 – 2012

Ujian Nasional (UN) or national examination for the ninth grader of Junior High School has been conducted. Each subject tested has its own competency standard for the graduation or standar kompetensi lulusan (SKL). SKL is used as the assessment standard to determine the graduation of the students. The SKL for Ujian Nasional (UN) SMP/MTs of English in academic year 2011 - 2012 covers competency in reading and writing skill. This writing shows that competencies and the indicators of the SKL Ujian Nasional (UN) SMP/MTs of English in academic year 2011 - 2012 reflect functional approach in English Language Teaching

Evaluating Social Readiness Of Preschool Children For Speech And Language Screening

The focus of this study was to determine if social competency in preschool children could be used as a predictor of speech and language competency. The California Preschool Social Competency Scale was used to measure social competency, and the Fluharty Preschool Speech and Language Screening Test was used as a screening instrument for speech and language competency. The population for the study consisted of the children who attend three day care facilities. Teachers of the day care centers completed the social competency scale on each child, and a speech language pathologist administered the speech and language screening test

Assessing the approaches to learning of twinning programme students in Malaysia

The study set out to examine the psychometric properties of the scores obtained on the modified 20-item Revised Two Factor Study Process Questionnaire (R-SPQ-2F). The study also investigated the relationship between scores on the R-SPQ-2F and students’ learning-related outcomes. In addition, it also examined for any relationships among student’s background variables of gender, choice of academic discipline, age, English language competency, approaches to learning, and learning-related outcomes. Data based on responses of 368 Malaysian students undertaking the twinning mode of study showed the modified R-SPQ-2F to be reliable and factorially valid. The findings also found deep approaches to learning were positively related to students’ learning-related outcomes, while surface approaches to learning were negatively associated.Students’ background characteristics such as choice of academic discipline and English language competency, and approaches to learning were good predictors of students’ learning-related outcomes

COLLOCATION COMPETENCY AMONG IRANIAN STUDENTS IN SWEDEN

In the current study, a quantitative approach was taken to explore the impact of the first language on the transfer of lexical collocations, highlighting both positive and negative transfer effects. It explored the correlation between English language proficiency and collocation competency, along with the influence of gender on collocation competency. The current study investigated the phenomenon of transfer in the context of English as a foreign language (EFL) learning. It specifically focused on collocation competency among Iranian students studying in Sweden, using the cloze procedure. Transfer refers to how the learner’s first language affects their production in the target language, while collocation, which involves the frequent co-occurrence of words, poses a significant challenge for English learners as a foreign language. Understanding the importance of collocation competency in achieving English language proficiency, it becomes crucial to comprehend the mechanisms of transfer and its correlation with collocation competency. This knowledge is essential for developing effective language teaching strategies and improving overall English language proficiency in English as a foreign language