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How does class size affect language acquisition? (Measurable Effects /…
How does class size affect language acquisition?
Possible and existing research directions
Who
Who is most greatly affected?
What
What are some strategies for coping with inappropriate class sizes?
What is the definition of "inappropriate class size"?
What factors may influence this?
What are the most serious affects of inappropriate class size?
Where
Where have most studies been completed?
Where is this an issue?
What role do cultural perspectives and expectations play?
Where is this not an issue?
When
When does class size matter?
Why
Why does this research matter?
How
How can we translate findings in a way that will be embraced by policymakers and other stakeholders?
How does inappropriate class size affect language acquisition?
Contexts
EC - 12 (Canbeldek & Isikoglu Erdogan, 2017; Galton & Pell, 2010; Küçükler & Kodal, 2019; Toro et al., 2019)
Post-Secondary (Basöz & Erten, 2019; Chapman & Ludlow, 2010; Fernandez et al., 2017; Johnson, 2010; Maringe & Sing, 2014)
Various Countries: United States (Fernandez et al., 2017; Hsu & Wong, 2017), Saudi Arabia (Hamad, 2013), Hong Kong (Galton & Pell, 2012; Harfitt, 2012), Turkey (Basöz & Erten, 2019; Canbeldek & Isikoglu Erdogan, 2017).
Methods
Quantitative
Test Scores (Rahman & Sarker, 2019)
Online Self-Report Instruments (Toro et al., 2019)
Qualitative
Questionnaires (Galton & Pell, 2010; Hamad, 2013; Ijaiya, 1999; Khouya, 2018; Mandel & Sussmuth, 2011; Sangangula, 2016; Tin, 2016; Toro et al., 2019)
Written Accounts (Demir, 2017)
Case Studies (Harfitt, 2012)
Interviews (Basöz & Erten, 2019; Demir, 2017; Harfitt, 2012; Rahman & Sarker, 2019)
Measurable Effects / Areas of Impact
Willingness to Communicate
(WTC) (Basöz & Erten, 2019; Lave, 2019; Rogoff, 2003)
Classroom Apprehension (CCA) (Harfitt, 2012; Hsu & Huang, 2017)
Instruction Ratings (Chapman & Ludlow, 2010; Mandel & Sussmuth, 2011)
Test Scores
Classroom Tests (Rahman & Sarker, 2019)
Cognitive (Fredriksson et al., 2013)
Non-Cognitive (Fredriksson et al., 2013)
Developmental Scores (Canbeldek & Isikoglu Erdogan, 2017)
Education Level Completed (Fredriksson et al., 2013)
Wages (Fredriksson et al., 2013)
Opinions on effects (Gee, 2015)
Students (Ijaiya, 1999)
Teachers (Ijaiya, 1999)
Admins (Galton and Pell, 2010)
Community (No sources yet)
Parents / Guardians (Galton and Pell, 2010)
Classroom Interactions (Gee, 2015; Ijaiya, 1999; Lave, 2019; Rogoff, 2003; Vygotsky, 2012; Zentella, 2005)
Coping Strategies (Ahmad, 2017; Galton & Pell, 2010; Ijaiya, 1999; 16. Küçükler & Kodal, 2019; Maringe & Sing, 2014; Tin, 2016; Toro et al., 2019)
Students
Teachers
GPA / Grades (Johnson, 2010; Owuor, 2018; Rahman & Sarker, 2019)
Welfare Measures (Mandel & Sussmuth, 2011)
Early Connections (Strickland, 2018; Rogoff, 2003; Vygotsky, 2012)
High Expectations / Aspirations (Strickland, 2018)
Clear Academic Plan and Pathway (Strickland, 2018)
Engaged Learning (Gee, 2015; Lave, 2019; Rogoff, 2003; Strickland, 2018; Vygotsky, 2012; Zentella, 2005)
Academic and Social Support Network (Strickland, 2018; Tin, 2016)
Next Semester Retention (Strickland, 2018)
Interest in Language Learning (Tin, 2016)
Teacher Attrition (No sources yet)
Theoretical Frameworks
(Rogoff, 2003)
Teachers need to understand and embrace the diversity of learners
Guided Participation in Cultural Communities
(Lave, 2019)
Communities of Practice
Apprenticeship
Learning as a Situated Activity
(Vygotsky, 1934 / 2012)
ZPD
Role of Instruction in Development
Systematic Cooperation between Child and Teacher
(Gee, 2015)
Discourses
Meaning as an active, shared process
(Zentella, 2005)
Language Socialization
(Gee, 2015; Lave, 2019; Rogoff, 2003; Vygotsky, 2012; Zentella, 2005)
Equality
Social Justice
Equity
Importance of Socialization
Importance of participation