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Articles 1 - 13 of 13
Full-Text Articles in Education
Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe
Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe
Journal of English Learner Education
This article evaluates a Computer-Assisted Language Learning program called NativeAccent and demonstrates that the software is designed based on systematic instructional strategies and empirically-proven theories. The instructional strategies include an initial assessment, training sessions, a final reassessment, repeated measurement, graphic presentation and systematic and rigorous interpretive guidelines, and individualized dosage. The empirically-supported theories are rooted in the four research-based theories of Universal Design for Learning, Learning Science, Intelligent Tutoring System, and Automatic Speech Recognition. In matching the components of the four theories mentioned above to the design of NativeAccent and evaluating the software, the purpose is to help administrators, educators, …
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
Journal of English Learner Education
Names serve as important identifiers and carry with them hopes for a generation as well as pride in one’s culture. A name is often an extension of one’s culture or language and represents their identity. With the increasing student diversity across our nation, many students in our K-12 public schools may have uncommon or nontraditional names. Public school teachers, who are predominantly White, may find these names unfamiliar, difficult to pronounce or difficult to spell. Despite a name’s unfamiliarity, classroom teachers must have the knowledge and disposition to create a space that signals to a student that their name is …
Integrating Critical Multiliteracies Pedagogy In Esl/Efl Teaching, Sujin Kim, Kathleen A. Ramos, Hyunsun Chung, Sungshim Choi
Integrating Critical Multiliteracies Pedagogy In Esl/Efl Teaching, Sujin Kim, Kathleen A. Ramos, Hyunsun Chung, Sungshim Choi
Journal of English Learner Education
This article argues for enacting a synthesis of English language teaching (ELT) and critical pedagogy into what we call critical multiliteracies pedagogy (CMP) in the context of ESL/EFL teaching. CMP challenges and expands language and literacy instruction beyond a skills-based pedagogy to be inclusive of diverse modes, voices, and identities to address critical issues across local, global, and transnational contexts in ESL/EFL classrooms. Particularly, we share how an international professional development program has promoted CMP for 20 Korean English teachers working with adolescent multilingual learners in South Korea. Findings show how participating teachers critically reframed their vision of ELT, enacting …
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
Journal of English Learner Education
This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. …
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Journal of English Learner Education
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin
Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin
Journal of English Learner Education
According to TESOL standard 1, teacher candidates are required to have knowledge about language including: having knowledge in foreign language grammar and how English develops in ELLs (standard 1a), comprehension of language acquisition and how L1 influences learning (standard 1b), and understanding of the language process where an interlanguage develops as ELLs become comfortable using English (standard 1c) (TESOL International Association, 2018). To identify whether teacher candidates in TESOL courses are prepared to meet TESOL standards 1a, 1b, and 1c, a study was conducted to test one hundred teacher candidates’ knowledge of basic linguistic features of English and the five …
Supporting Social And Emotional Learning In The Efl/Esl Classroom: How The New Science Of Child Development Can Inform Second Language Acquisition Theory And Practice, Matthew Nall
Journal of English Learner Education
Research in the field of Second Language Acquisition (SLA) generally falls within two categories: the cognitive/psycholinguistic camp, and the sociocultural camp (Fazel, 2014). These distinct approaches to empirical research in SLA have diverse epistemologies, methods, and implications for the second language classroom. Scholars within the sociocultural camp have made significant contributions to the field concerning social and emotional learning in the second language classroom. Concerning this, the current paper reviews recent developments in the field of developmental psychology and examines ways in which the new science of child development can inform SLA theory and practice in regard to social and …
Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt
Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt
Journal of English Learner Education
There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs …
Social Emotional Learning Practices In Learning English As A Second Language, Boniesta Zulandha Melani, Shayla Roberts, Jasmine Taylor
Social Emotional Learning Practices In Learning English As A Second Language, Boniesta Zulandha Melani, Shayla Roberts, Jasmine Taylor
Journal of English Learner Education
Social and emotional factors are two main aspects of Social and Emotional Learning (SEL), which are also crucial in the development of L2 competence. Drawing examples from English as a second language (ESL) classrooms, this paper discusses how learners’ affective factors such as motivation, attitude, and anxiety (Henter, 2014) contribute to the L2 learning process through a social learning experience when learners engage in social interaction. Further examination of research findings from SEL classroom provides a thorough analysis of the lack of discussion on SEL in second language learning (SLL).
Social Emotional Learning And Hope Theory Connections: Perceptions Of Teachers And School Counselors In Training, Donita Grissom Ph.D., Viki Kelchner
Social Emotional Learning And Hope Theory Connections: Perceptions Of Teachers And School Counselors In Training, Donita Grissom Ph.D., Viki Kelchner
Journal of English Learner Education
This qualitative survey study explored the interrelationship between hope as defined by Hope Theory (HT) and social emotional learning (SEL). Participants (N=161) were teachers and counselors in training (TCT) learning to work with English learners (ELs) in K-12 settings. Participants' perspectives of hope, strategies and future plans to integrate hope into the classroom were explored. Findings indicated that TCT in training have some knowledge of hope. Participants’ knowledge was limited in applications of hope in the classroom. There is a need for increased training of SEL and HT to prepare TCT to work with ELs and all students …
Social-Emotional Learning In Tesol: What, Why, And How, Luis Javier Pentón Herrera
Social-Emotional Learning In Tesol: What, Why, And How, Luis Javier Pentón Herrera
Journal of English Learner Education
In this article, I advocate for the adoption of SEL in Teaching English to speakers of other languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in addition to the introduction. In the first section—What is SEL? —I provide a brief theoretical description of SEL as it remains a fairly new concept in the ESOL field. In the second section—Why SEL in TESOL? —I elucidate my position of why we (ESOL educators) should embrace SEL pedagogies in our learning spaces using personal vignettes as support. The …
Creating A Sentence Frame Toolkit Based On Third Grade Writing Standards To Support The Writing Instruction Of Spanish-Speaking English Learners, Tanisha J. Rosa Le Bron
Creating A Sentence Frame Toolkit Based On Third Grade Writing Standards To Support The Writing Instruction Of Spanish-Speaking English Learners, Tanisha J. Rosa Le Bron
Honors Undergraduate Theses
Third grade general education teachers, particularly in Florida, will teach English learners (ELs) in their classroom who must participate in their English Language Arts writing classes at roughly the same pace as native English speakers in order to perform grade-level, standards-based writing tasks. For this reason, general education teachers must be equipped with helpful, research-based resources to support the ELs to become equally successful in writing instruction as their native-speaking peers. This thesis explored the use of sentence frames for improving the English skills of ELs as they start to understand and use the syntax of Standard English. As a …