Education Commons^™

How Much Do Emotional, Behavioral, And Cognitive Factors Actually Impact College Student Attitudes Towards English Language Learning? A Quantitative And Qualitative Study, Xin Zuo, Regina D. Weaver, Julia Macrae, Limin Wang

Intensive English Language Program Faculty Publications and Presentations

Researchers have proposed many multidimensional frameworks to identify significant and potential factors, e.g., educational background, positive feelings and career aspirations, that impact English learning attitude in second language acquisition. Yet, there is still very little research to graphically describe the interactions between these factors and how these factors directly or indirectly impact learning attitude. To this end, a questionnaire survey was conducted in Changchun University of Technology. Statistical measures and Bayesian network analysis were introduced to quantitatively and qualitatively analyze the collected data. Furthermore, the significant attitudinal differences between students majoring in the Liberal Arts or Sciences were investigated for …

Transition With Purpose: Pathways From English Language To Academic Study, Michele Miller, Anne Greenhoe

PDXOpen: Open Educational Resources

This Open Access Textbook will guide students through their English language to academic degree studies.

Part one of this textbook is a guide for moving from ESL study to academic study at Portland State University*. It includes the resources students will use to understand policies and processes governing their degree study and their transition to academic coursework.

Part two focuses on how academic skills are used across various disciplines and is comprised of activities and assignments designed to practice these skills.

Key elements include culture and expectations in an American university, transferring academic skills from ESL to content-specific academic courses, …

Communication Beginnings: An Introductory Listening And Speaking Text For English Language Learners, Della Jean Abrahams

PDXOpen: Open Educational Resources

This textbook is designed for advanced beginning-intermediate English language learners in an academic English program. It is composed of 7 chapters, each of which covers specific speaking and listening learning objectives and includes dialogues, interviews, discussions and conversation activities. Each chapter also focuses on 10 target words from the New General Service List of English vocabulary and reviews basic grammar points. The textbook includes an audio component that consists of recorded conversations of native and non-native English speakers, as well as links to additional listening resources on the web.

Audio files are also available online via PSU Mediaspace.

Please see …

Textbook Publishing For Esl Professionals, Della Jean Abrahams, Amber Bliss Calderón, Anne Greenhoe, Michele Miller

Intensive English Language Program Faculty Publications and Presentations

This panel discussion will describe and explain the process of open source textbook writing, something relatively new to the field of ESL. The panel speakers will discuss their experiences with open source publishing, and will describe and show three different textbook projects. Attendees will be able to view the completed and in-process textbooks and will see how they are accessible to learners around the world.

Pdx Journeys: Studying And Living In The Us, Low-Intermediate Novel And Textbook For University Esl Students, Amber Bliss Calderón

PDXOpen: Open Educational Resources

Each unit begins with a chapter of fiction about a teacher and students in one ESL class. Reading comprehension and reading skills exercises follow. Prefix and suffix vocabulary-focus exercises are included. Academic Word List vocabulary exercises help students build a strong foundation in both receptive and productive knowledge. The following chapters in each unit expand on unit themes through non-fiction articles focusing on academic preparation, international experiences, and cultural adjustment. Vocabulary is repeated and comprehension and reading skills are further practiced.

Please see the Open Textbook Library for faculty Reviews of this textbook

Adopt/Adapt
If you are an instructor adopting …

Co-Curriculum And Esl Student Success: A Case Study In An Intensive English Language Program, James D. Mitchell

PSU McNair Scholars Online Journal

This project examines the relationship between co-curricular activities and ESL student success in an intensive English language program. Extracurricular and co-curricular activities have been linked to the improvement of several factors, such as self-esteem, retention, and grade point average (Astin, 1984, 1999; Bergen-Cico & Viscomi, 2013). Research in second language acquisition has suggested that meaningful interaction between individuals in the target language (L2) will increase a student’s proficiency. Therefore, a ESL student’s further involvement in an intensive English program could have a major impact on not only their academic success (operationalized in this study by the amount of classes that …

Empowering All Who Teach: A Portrait Of Two Non-Native English Speaking Teachers In A Globalized 21st Century, Rosa Dene David

Dissertations and Theses

One of most prevalent issues surrounding English education internationally is the differentiation between Native English-Speaking Teachers (NESTs) and Non-native English-Speaking Teachers (NNESTs). What is sometimes termed the "Native speaker fallacy" is the notion that in order to be a proficient teacher of the English language one must either be a native speaker or possess native like fluency (Phillipson, 1992). This position is furthered by Hollidays Native Speakerism (Holliday, 2006) which suggests that within the field of English Language Teaching (ELT) there is an assumption that NESTs are better equipped to teach English language learners due to language proficiency and Western …

Response To Intervention For English Learners: Big Ideas And Myth Busters, Julie Esparza Brown

Education Faculty Publications and Presentations

This presentation focuses on the key features of response to intervention (RTI)

Learning Through Correspondence: Creating Inter-Classroom And Global Understanding Through Letter Writing, Della Jean Abrahams

Intensive English Language Program Faculty Publications and Presentations

This session will focus on how to teach reading, writing, and critical thinking through student-generated correspondence. Participants will learn how to connect learners and build core skills through letter writing. Authentic results of a successful pen-pal project between two adult ESL classrooms will be shown and discussed.

Ethics, Equity, And English-Language Learners: A Decision-Making Framework, Shelly Chabon, Julie Esparza Brown, Christina E. Gildersleeve-Neumann

Education Faculty Publications and Presentations

This articles addresses challenges related to clinical decision-making in intervention with English-language learners and their families.

Academic Achievement And Course Taking Among Language Minority Youth In U.S. Schools: Effects Of Esl Placement, Rebecca Callahan, Lindsey Wilkinson, Chandra Muller

Sociology Faculty Publications and Presentations

The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant …

Being An "Other": The Significance Of Teachers' Lived Experiences In Working With Culturally And Linguistically Diverse Students, Yumiko Otsuki

Dissertations and Theses

The study's goal was to understand what contributes to the formation of teachers' perspectives regarding the education of culturally and linguistically diverse students. Its focus was to portray through teachers' stories the experiences in their lives that may have contributed to constructing who they are as people and as educators.

Four teachers from one rural district participated. Using qualitative methods, the study explores and describes incidents in teachers' lives, looking at the way their life experiences are reflected in their relationships with students. In considering ways in which those experiences may have helped shape teaching philosophies and practices, the study …

Esl Placement And Schools: Effect On Immigrant Achievement, Rebecca Callahan, Lindsey Wilkinson, Chandra Muller, Michelle Frisco

Sociology Faculty Publications and Presentations

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, …

Partnerships To Recruit And Prepare Bilingual Teachers, Julie Esparza Brown

Education Faculty Publications and Presentations

To address the need for teachers with the skills to effectively teach English Language Learner (ELL) students, Portland State University (PSU) collaborated with three Portland area community colleges and 17 school districts to develop a program to recruit and prepare bilingual/bicultural teachers. This nine-year-old program provides a career ladder for education paraprofessionals. Candidates begin their work at the community colleges or at the upper division or graduate levels at PSU depending upon their backgrounds. This article describes the program, assessment of the program, and lessons learned. To date, over 190 candidates have completed the program and 99 percent have been …

Leveling The Field: Using Rubrics To Achieve Greater Equity In Teaching And Grading, Dannelle D. Stevens, Antonia Levi

Education Faculty Publications and Presentations

Rubrics can be used to assure greater consistency in grading and as a teaching tool to promote greater equity, especially with students who are first generation and /or non-native speakers of English.

Using Self-Directed Learning Strategies And Affective Factors In Educating Adult English Learners, Jennifer Margaret Heald

Theses Digitization Project

The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.

Using Research Based Teaching Strategies With Bilingual Students, Miriam Perez Blum

Theses Digitization Project

This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.

The Policy Implications Of The No Child Left Behind Act For English Language Learners, Jacqueline Elena Arroyo De Romano

Theses Digitization Project

The purpose of this study was to present and analyze the political implications and the effects of the No Child Left Behind Act and its effects on English language learners.

After-School Programs For English Learners: A Consideration Of Age And Proficiency Levels In Effective Reading Remediation, Darrel P. Nickolaisen

Theses Digitization Project

This study reviews characteristics and needs of struggling readers from different age groups. It summarizes special needs characterizing english language learners in relation to reading remediation programs and compare such programs relative effectiveness for younger and older elementary students at various levels of English proficiency.

Coaching As A Teaching Model In English As A Foreign Language Classroom, Sunhwa Won

Theses Digitization Project

The purpose of this project is to examine interactive methodologies which provide effective EFL instruction and curricula that foster listening, speaking, and reading through the teaching of writing, peer review, and oral presentation skills.

A Parent Workshop For Motivating Emergent Literacy In English, Patricia Jean Bohanan

Theses Digitization Project

The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.

Social Distance, Motivation And Other Factors Contributing To Success In Language Acquisition And Achievement Among Adolescent Mexican Immigrants, Alice Yvette Muniz-Cornejo

Theses Digitization Project

Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.

Teamwork And Place-Based Curriculum And Instruction In Teaching English To Speakers Of Other Languages, Mary Kay Bider

Theses Digitization Project

The purpose of this project is to apply the theories of John Dewey's experiential learning, providing the foundation of place-based curriculum incorporating community investigation, outdoor education, and project-based learning into an EFL curriculum.

Integrating Technology Into Standards-Based Instruction For Second Grade English Language Learners, Catherine Levander Enbody

Theses Digitization Project

Rapid growth in the use of technology and the need for education reform resulted in the need for educators to integrate technology and standards-based instruction into their daily lessons. The growing number of students whose first language is not English requires a diverse set of teaching strategies and assessments to provide these students with optimal opportunities for achieving high standards.

Critical Thinking About Crosscultural Differences Between Chinese And Americans In English Education In Taiwan, Chih-Liang Huang

Theses Digitization Project

This project is designed to teach crosscultural differences in English education in Taiwan employing a strategy-based curriculum. By comparing crosscultural differences between Taiwan and American cultures, students will have a strong desire to learn English in order to know more about American culture.

A Curriculum Design Project: The Use Of Critical Thinking And Graphic Organizers In The Efl Writing Process, Yuqing Huang

Theses Digitization Project

No abstract provided.

How Efl Writing (English As A Foreign Language) Is Taught In Solomon Islands, Sylvia Skinner

Theses : Honours

A grounded theory investigation of Solomon Island teachers' best methods for teaching EFL writing was undertaken in Perth. Thirteen teachers (three male and ten female) participated. being selected according to availability and coverage of all primary school grades Two Coordinators assisted with location and liason between the participants and the research base in Western Australia The investigation proceeded in four phases In the first phase, data were gathered through a report file, in which the teachers identified their three most successful methods for teaching EFL writing Data were analysed using the continuous comparative method to find the core variable underlying …

Teaching Peace Education In Esl/Efl Classes: An International Perspective, Cheryl Lynn Hill

Dissertations and Theses

This study offers an exploration of peace education ESUEFL classes, from the perspective of the teacher and the students. Using questionnaires designed by the researcher, qualitative and quantitative survey data were collected from a convenience sample of thirteen ESUEFL teachers and seventy ESUEFL students. The teacher survey focuses on the following questions: 1) How do ESI.JEFL teachers define peace education; 2) Why have some ESUEFL teachers decided to teach peace education in their classes; and 3) How do ESUEFL teachers incorporate peace education into their classes. The student survey carried out in three EFL classes in Israel, Italy, and Japan …

Promotion Of Verbal Interaction Through Structured Pair Activities, Vidya Rangachari

Dissertations and Theses

Group work has come to play an increasingly significant role in the second language classroom due to its myriad advantages. Researchers have found that bringing language learners together for various activities provides them with greater opportunities to improve on the quality as well as the quantity of their linguistic output. A small group size and a structured activity are believed to be extremely beneficial to the language learners. In this study, eight ESL students were brought together in dyads and asked to interact verbally for the purpose of performing three types of goal-oriented activities within a specified time limit. The …

Cd-Rom Storybooks: Reading Strategies Of Learners Of English As A Second Language, Marie Beardsell

Theses : Honours

Technology has had a huge impact on pedagogy and this impact is increasing with more educationally sound computer software becoming available. CD-ROM storybooks are an example of such software, and this study was an attempt to discover how beneficial these computerised books are, to the reading strategies of English as a second language (ESL) learners. The subjects of this study were eight ESL learners from grades 3 and 4 of primary school (five female and three male). Four subjects were born in Australia, and the remaining four were born overseas. However, all subjects were exposed to a language other than …