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- Classroom environment; English language--Study and teaching--Foreign speakers; Color--Psychological aspects; (1)
- English language--Study and teaching--Foreign speakers; Foreign students--Services for--United States; (1)
- English language--Study and teaching--Foreign speakers; Web-based instruction--China; (1)
- English language--Study and teaching--Iowa--Black Hawk County--Foreign speakers; (1)
- English teachers--Self-rating of; Reflective teaching; Grading and marking (Students); (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Using Color With Care: An Exploration Of The Application Of Psychological Color Theory Within Language Classrooms, Mackenzie Wisneski
Using Color With Care: An Exploration Of The Application Of Psychological Color Theory Within Language Classrooms, Mackenzie Wisneski
Research in the Capitol
This study is a qualitative analysis of the instructional uses of color for social-emotional and academic assistance within language classrooms. Learners’ environment in relation to information acquisition and retention matters (Krashen, 1982; Maslow, 1970; Perry, 2006), and developing practices connecting color and emotion is beneficial for the psychological regulation of those within any environment (Güneş & Olguntürk, 2020). This is especially important for emergent bilingual students, as these learners are disproportionately exposed to additional academic, emotional, socio-economic, and cultural challenges (Benesch, 2012; Beyer, 2017; Heineke & Vera, 2021). Data comprise surveys and interviews of three K-12 public school teachers of …
Synchronous Online Teaching Of English As A Foreign Language With Young Learners: How Do Teachers Do It?, Ruford Cross
Synchronous Online Teaching Of English As A Foreign Language With Young Learners: How Do Teachers Do It?, Ruford Cross
INSPIRE Student Research and Engagement Conference
Education has been greatly enhanced by technology. Instructors and students can now interact in real time via synchronous communication. However, previous research investigating synchronous language teaching all but neglects young learners. Therefore, this research study aims to fill that gap. The study concerns itself with synchronous technology being used to teach English as a Foreign Language (EFL) to young learners in China via an online learning platform and describes the practices of current online EFL teachers. Questions about common teaching approaches, techniques, and tools were administered via an electronic survey to a sample of five respondents who currently teach online …
Understanding Esl Undergraduate Students' Beliefs About Learner-Centered Instruction, Mahjabeen Hussain
Understanding Esl Undergraduate Students' Beliefs About Learner-Centered Instruction, Mahjabeen Hussain
Annual Graduate Student Symposium
This explanatory sequential mixed-methods study was undertaken to determine undergraduate English as a Second Language (ESL) students’ beliefs about learner-centered teaching (LCT) practices in English classes and to understand to what extent their learner-centered learning experiences influenced their beliefs about the quality of LCT practices. The Learner-centered Battery Student Survey and focus group interviews were used to collect data. One hundred and twelve undergraduate ESL students at a Midwestern university took part in the survey, 17 of whom, subsequently took part in multiple mini focus groups. Quantitative data analysis included descriptive statistics, t-Tests, and one-way ANOVAs. Results indicated that …
Language Partners At The Ywca: Uni Spanish, English And Tesol Students Collaborating With English Students In Community Esol Classes, Elise M. Dubord, Caroline Ledeboer, Jennifer Cooley, Alejandra Huesca, M. Intizom, Libby Gleason
Language Partners At The Ywca: Uni Spanish, English And Tesol Students Collaborating With English Students In Community Esol Classes, Elise M. Dubord, Caroline Ledeboer, Jennifer Cooley, Alejandra Huesca, M. Intizom, Libby Gleason
Community Engagement Celebration Day
In 2016, a collaboration began between UNI faculty and students in service learning courses in the Department of Languages & Literatures and classes in English for speakers of other languages (ESOL) at the YWCA of Black Hawk County. Since that time, students in two Spanish courses (Latinos in the U.S. and Advanced Conversation & Reading) and one English linguistics course (Structure of English) have worked as language partners with adult learners of English in full semester and partial semester community-based learning projects over the course of five consecutive semesters (Spring 2016 to Spring 2018). Members of the L&L faculty, Elise …
Transforming Professional Learning Using Self-Study In An Efl Context, Mahjabeen Hussain
Transforming Professional Learning Using Self-Study In An Efl Context, Mahjabeen Hussain
Annual Graduate Student Symposium
Engaging in reflective practices is important for a practitioner’s professional growth. As a doctoral student I, by profession an English as a foreign language (EFL) instructor, entered into a relationship of critical friendship with a colleague in Bangladesh. We chose to undertake the task of reflecting on written corrective feedback (WCF) on student writings that we strongly felt needed attention in EFL environment, i.e., our own teaching context. The self-study method was used as a systematic inquiry to focus on our WCF practices. Following Samaras and Roberts’ (2011) guidelines for instructors newly engaging in self-study and based on the concept …
3s2. Filling The Gap For English Language Learning From Underrepresented Language Students (Ell-Ul), Milan M'Enesti
3s2. Filling The Gap For English Language Learning From Underrepresented Language Students (Ell-Ul), Milan M'Enesti
Education Summit
Multicultural K-12 education in the U.S. is facing more cultural competence challenges. Even though, in the last decade, there is an increase of bicultural programs in public schools, a population of students coming from immigrated families are invisible to such programs: English Language Learners from locally Underrepresented Languages (ELL-UL). These students cannot be part of bilingual programs because there are not funds allocated for hiring bilingual teachers to cover a small number of students. Research shows that ELL students have either a high dropout rate or unsuccessful academic performance: ELL-ULs are the underserved part of this population of students. This …