Education Commons^™

Internationalising A School: Teachers Perspectives On Pedagogy, Curriculum, And Inclusion, Sherry J. Hattingh, Margaret Kettle, Joanne Brownlee

Sherene Hattingh

The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers' responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship …

Improving English For Speakers Of Other Languages Learners’ Literacy Outcomes Through Instructor/Librarian Collaborations, Christina C. Wray, Beatrix Burghardt

Christina C. Wray

Peeking Inside Pandora’S Box: One University’S Journey Into The Redesign Of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, Kathleen Everling

Frank Dykes

In the last two decades, there have been various calls for reform in teacher education programs to address the needs of students from culturally and linguistically diverse backgrounds and students with disabilities. Consequently, many teacher education preparation programs are reviewing and redesigning their programs to meet the needs of the teacher of the 21st century. This manuscript will describe the development and implementation of a new certification program that integrates preservice teacher preparation, Special Education and English as a second language into a 123 hour degree program.

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Kathryn Brooks

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

Peeking Inside Pandora’S Box: One University’S Journey Into The Redesign Of Teacher Educator Preparation, Frank Dykes, Brenda K. Gilliam, Joanna Neel, Kathleen Everling

Joanna Neel

In the last two decades, there have been various calls for reform in teacher education programs to address the needs of students from culturally and linguistically diverse backgrounds and students with disabilities. Consequently, many teacher education preparation programs are reviewing and redesigning their programs to meet the needs of the teacher of the 21st century. This manuscript will describe the development and implementation of a new certification program that integrates preservice teacher preparation, Special Education and English as a second language into a 123 hour degree program.

English Language Learning Through Visual Arts Practices: A Curriculum For Conflict-Affected Youth In Secondary Education, Jennifer Lemper

Jennifer Lemper

This field project summarizes recent research in conflict and education, and presents an English language learner curriculum designed to address the current gap in quality education for conflict-affected youth. The curriculum contains six modules and develops English language literacy through student visual arts projects using text and images. The purpose of the curriculum is to familiarize students to the various confidence-building and coping mechanisms available in creative expression and to develop valuable visual and verbal language related life skills, therefore equipping students with tools to support successful futures.

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Susan Adams

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

English Proficiency / Fluent English Proficient Students, Susan R. Adams

Susan Adams

K-12 students whose first language is not English are identified upon enrollment in U.S. schools through a home language survey and are immediately assessed to determine whether English as a second language (ESL) services are required. Students who do not pass this initial screening assessment are classified as English Language Learners (ELLs), or as limited English proficiency (LEP) students, and are identified to receive school-provided English language development (ELD) and accommodations. Students who pass the initial screener or who demonstrate English proficiency two years in a row on state-mandated annual assessments are deemed fluent or fully English proficient (FEP) students …

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Susan Adams

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.

Ells In Secondary Classrooms: Part 1, Susan Adams, Kathryn Brooks

Susan Adams

Oral Communication In Esl Through Improvisations, Playwriting And Rehearsals, Chamkaur Gill

Chamkaur Gill

No abstract provided.

Enhancing The English-Language Oral Skills Of International Students Through Drama, Chamkaur Gill

Chamkaur Gill

Ten non-English-speaking-background students of Bond University were observed to identify the effects of drama on oral English. Over a period of twelve weeks (two hours per week), elements of their oral English communication were measured. The weeks were divided into four lots of three weeks each, with the first three weeks made up entirely of communicative non-drama-based (CNDB) lessons, weeks four to six comprising only communicative drama-based (CDB) methodology, weeks seven to nine reverting to CNDB methodology, and the final three weeks being made up of CDB strategies again. The hypothesis of this study was that all the participants would …

Increasing Esl Learners’ Communicative Oral English Through Drama-Based Activities, Chamkaur Gill

Chamkaur Gill

No abstract provided.

Transitioning To English-Only In A University Intensive English Program: A Phenomenological Study, Alan Broomhead

Alan Broomhead

This qualitative research study investigated how students in university English as a Second Language (ESL) programs experience the transition to English-only methodology. When students move from English as a foreign language (EFL) contexts, where the first language is usually integral to teaching and learning, to university English as a second language (ESL) programs in the U.S., they may encounter a significant difference in the approach to teaching, an approach which excludes reference to their first language and obliges them to use only English. While the question of the first language (L1) in second language teaching and learning has been explored …

A Study Of The Language & Cultural Challenges Facing Business And Legal Studies Faculty In The Ever-Expanding Global Classroom, Glen M. Vogel

Glen M Vogel

More than 690,000 foreign students studied in the United States during the 2009-10 academic year – a 17% increase in just two years. As these non-native English-speaking students continue to pour into our nation’s educational institutions, one question many educators have is: are these international students adequately prepared for the language and cultural demands they will face when they are competing in the classroom and in the job market with their U.S. born counterparts? While it is a common belief that foreign students arrive with strong academic credentials, this does not reflect their grasp of the English language or their …

Beyond Understanding: Intercultural Teacher Empathy In The Teaching Of English As An Additional Language, Maggie Mcalinden

Dr Maggie McAlinden

Secondary Esl Round Table: Excavating Our Common Core Subject Standards Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams, Kathryn Brooks

Susan Adams

Presentation at the 2012 Indiana Teachers of English to Speakers of Other Languages (INTESOL) Annual Conference, Indianapolis, IN, October 6, 2012.

Secondary Esl Round Table: Excavating Our Ccss Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams

Susan Adams

Presentation at the 2012 Literocity Conference, Indianapolis, IN, July 9, 2012.

Reaching Beyond Borders Through Service Learning, Terri Carney

Terri M. Carney

When university Spanish programs integrate a service learning pedagogy into their curriculum, they establish mutually beneficial relationships with the local Latino population. Indeed, all participants benefit: College Spanish students deepen their learning experience, Latino students in public school ESL programs receive individualized tutoring, and the college professor emerges from academic isolation to do the work of a public intellectual.

Deepening Our Understanding And Advocacy For Ells: K-12 And University Partnerships As Hopeful Sites Of Advocacy For Ells, Susan Adams, Kathryn Brooks, Trish Mullaney

Susan Adams

Workshop presented at the 2011 Indiana University Southeast English as a New Language Conference, New Albany, IN, November 12, 2011.

Assess Without Distress, Susan Adams, Trish Mullaney

Susan Adams

Workshop presented at the 2011 Teachers of English to Speakers of Other Languages Conference, New Orleans, LA, March 16-19, 2011.

Being The Change We Want To See: Esl And Special Needs Teachers Author Their Past And Their Future, Susan Adams, Jamie Buffington-Adams

Susan Adams

Presentation at the 2011 Indiana Teachers of Writing Annual Conference.

Being The Change We Want To See: Esl Teachers Author Their Own Identities, Susan Adams, Sarah Steele

Susan Adams

Workshop presented at the 2010 Indiana English Learners State Conference, Indianapolis, IN, November 3, 2010.

Blogs & Glogs: Revitalizing Class Projects, Krista Bittenbender Royal

Krista Bittenbender Royal

This workshop looks at two technologies that can be used to energize traditional poster and writing assignments to bring them beyond text: Glogster and Blogger. Both are free, easy to use websites with which students can create web pages with images, text, and audio to share with their classmates and the world. In the workshop, intended for instructors and curriculum coordinators, we will look at each of these platforms, discuss examples of project assignment guides using each of the sites, and talk about other ways they could be integrated into courses. I will also share some student feedback and some …

Esl Learning Through Drama, Chamkaur Gill

Chamkaur Gill

Extract: Drama-based activities can assist learners develop their speaking, listening, reading and writing skills through constant exposure to the target language. Annarella (2000) and Boudreault (2009) refer to the guided imagery and imagination in drama techniques which assist in the development of these skills.

First, You Write!, Susan Adams

Susan Adams

Workshop presented at the Indiana Teachers of English to Speakers of Other Languages (INTESOL) Annual Conference, November 2008.

Presenting Results Of Esl Teachers Writing Workshop, Susan Adams, Mary Nicolini

Susan Adams

Presentation at the National Writing Project Conference, San Antonio, TX, November 2008.

Tears, Fears, And The Dreaded Five-Paragraph Essay: Encouraging Your Students To Write In English, Susan Adams

Susan Adams

Presentation at the TESOL Regional Conference, May 2008.

The La Aurora: New Beginnings Project Final Evaluation Summary, Steven Rogg

Steven R Rogg

Citation: Rogg, S. (November, 2007). The La Aurora: New Beginnings Project – Final Evaluation Summary. U.S. Department of Education. Office of English Language Acquisition. Bilingual Education Professional Development Career Ladder Program (CFDA #84.195E, grant #T195E010024). Submitted to: Aurora University, Aurora, Illinois.

Background: A discretionary grant of $1.1M from the U.S. Department of Education Office of Language Acquisition was awarded to Aurora University to execute a five-year Career Ladder Program with a start date of 1-September, 2001 and completion date of 31-August, 2006.1 The stated intent of the Career Ladder Program is summarized here: “The program provided discretionary grants to upgrade …

Fostering Writing Development Of Secondary English Language Learners: Overcoming Fears, Tears, And The Dreaded 5-Paragraph Essay, Susan Adams

Susan Adams

Presentation at the Indiana Teachers of Writing Annual Conference, October 2007.