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Articles 1 - 4 of 4
Full-Text Articles in Education
Using The Discourse Domain Hypothesis Of Interlanguage To Teach Scientific Concepts: Report On A Case Study In Secondary Education, Fernando Naiditch, Larry Selinker
Using The Discourse Domain Hypothesis Of Interlanguage To Teach Scientific Concepts: Report On A Case Study In Secondary Education, Fernando Naiditch, Larry Selinker
Department of Teaching and Learning Scholarship and Creative Works
This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners' interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function "definition," with discourse level …
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
TAPESTRY
Researchers have argued that teacher education programs fail to prepare effective teachers for the increasing English language learner (ELL). In response to the under preparedness of pre-service teachers (PSTs) for ELLs, the authors designed a six-module online lab course for a group of 22 TESOL minor PSTs. The content of the modules included knowledge of ELLs and their parents, the socio-political context of teaching ELLs, and strategies of teaching knowledge and content to ELLs. PSTs reported they benefited from the learning opportunities these modules provided, including: familiarizing them with the challenges ELLs faced, the importance of and ideas for involving …
English Language Learners In The Mathematics Classroom, Julia Mccormick
English Language Learners In The Mathematics Classroom, Julia Mccormick
Senior Honors Projects
Mathematics is often considered a universal language. Most of us have heard this statement from a math teacher at some point throughout our academic careers. However, for students moving to the United States from another country with minimal fluency in English, this is clearly not the case. They may walk into math class, a subject area in which they may have excelled in their native country, and see the words “polynomial”, “coefficient”, and “differentiate” on the board. Regardless of their experiences in their native language, there are disconnects and cultural differences between languages and skills emphasized that prevents mathematics from …
Middle School Teachers' Perceptions Of Long-Term English Language Learners, Rachel.Butiko O. Butiko
Middle School Teachers' Perceptions Of Long-Term English Language Learners, Rachel.Butiko O. Butiko
Walden Dissertations and Doctoral Studies
Increasing numbers of English-language learners (ELLs) with limited literacy skills in middle schools have resulted in a high percentage of long-term English-language learners (LTELLs). The problem of LTELLs, ELLs who have attended school in the United States for more than 6 years and have not met the state ESL exit criteria, is addressed in this study. Cummins' concept of second language acquisition and Vygotsky's zone of proximal development theoretical frameworks were used in this qualitative case study to explore the perceptions of 6 Title I middle school teachers. The purpose of this study was to explore middle school teachers' perceptions …