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Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Journal of English Learner Education
Like many other states, our teacher preparation program arrived at this compartmentalized, “single-experience” ESL-focused course model as a result of local, state, and federal policies in the United States that have increasingly placed ELs into mainstream classrooms rather than into language and literacy development courses (de Jong, 2014). TESOL faculty might have questioned: how can everything related to effective ESL teaching be covered in one semester? The fact of the matter is that the onus on this work largely rests upon teacher candidates’ shoulders after they depart the ESL-focused course. What follows are three practices that largely have arisen …
A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker
A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker
TAPESTRY
In the case of educators of adolescents in the dynamic process of English acquisition, it is our goal to increase the fulfillment and success of the students we are privileged to serve through nurturing their academic, emotional, personal, social, and civic development. It is, therefore, essential that educators understand the implementation and impact of teaching through a framework of care.
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
TAPESTRY
Researchers have argued that teacher education programs fail to prepare effective teachers for the increasing English language learner (ELL). In response to the under preparedness of pre-service teachers (PSTs) for ELLs, the authors designed a six-module online lab course for a group of 22 TESOL minor PSTs. The content of the modules included knowledge of ELLs and their parents, the socio-political context of teaching ELLs, and strategies of teaching knowledge and content to ELLs. PSTs reported they benefited from the learning opportunities these modules provided, including: familiarizing them with the challenges ELLs faced, the importance of and ideas for involving …
Correct Me If I Am Wrong: Investigating The Preferences In Error Correction Among Adult English Language Learners, Hillary Smith
Correct Me If I Am Wrong: Investigating The Preferences In Error Correction Among Adult English Language Learners, Hillary Smith
Electronic Theses and Dissertations
The purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and students' preferences regarding which errors merited correction and when and how these errors should be corrected. Participants with differing educational backgrounds expressed similar beliefs concerning the error correction and similar perceptions of the affective …
The Effect Of Peer Advisors On Esl Students' Perspectives Of University Academic Tasks, Monica Fishkin
The Effect Of Peer Advisors On Esl Students' Perspectives Of University Academic Tasks, Monica Fishkin
Electronic Theses and Dissertations
A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level …