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Translanguaging: The Instructor-Perceived Benefits Of Use In The Adult English Language Learner Classroom, Paul Jonas
Translanguaging: The Instructor-Perceived Benefits Of Use In The Adult English Language Learner Classroom, Paul Jonas
School of Education and Leadership Student Capstone Theses and Dissertations
This thesis, seeks to answer the research questions: what are the instructor-perceived benefits of translanguaging in the adult second language acquisition classroom for students who have not had any prior English language experience when learning English as a second language? Additionally, is there an instructor-perceived increase in output and comprehension with adult learners when translanguaging is actively used, and how is it being used? Topics explored during the literature review process included translanguaging, perceived benefits and challenges of translanguaging in the classroom, age-related factors for language acquisition, and non-age-related factors regarding language learning. Six English language instructors of adult non-degree-seeking …
Implementing Tpr And Tprs In The Adult Esl Classroom With Slife Learners: A Teacher’S Diary Study, Ann Gehrt
Implementing Tpr And Tprs In The Adult Esl Classroom With Slife Learners: A Teacher’S Diary Study, Ann Gehrt
School of Education and Leadership Student Capstone Theses and Dissertations
This study addresses the question: how can TPR and TPRS be used in the adult ESL classroom to teach vocabulary and reading skills? Adult ELLs with limited or interrupted formal education may struggle to learn English in traditional classrooms that rely on pre-existing literacy skills they have not yet developed, such as reading or taking notes. TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling) are methods of teaching language that may make use of body movements, gestures, role-play, drama and oral storytelling to make language understandable before connecting it to its written form. TPR has a …