Bilingual, Multilingual, and Multicultural Education Commons^™

Esl Club & Women Speak: Our Second Home In America, Tee Kesnan, Fred Alsberg, Ta-An Wu, Yu-Jou Lin, Juo-Chun Wu

SWOSU ESL CLUB NEWSLETTER

SWOSU ESL Club Newsletter: Fall 2017 is the third issue of the newsletter for the English as a Second Language Club (ESL).

"Hear Us, See Us": Constructing Citizenship In The Margins, Tricia M. Hagen Gray

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The meatpacking industry has drawn an increasing number of immigrants to the Midwestern community of Washington River from Mexico and Central America, making it a New Latino Diaspora (NLD) receiving community. Demographic change amidst the sociopolitical landscape of neoliberalism, declining civic engagement, and polarized partisan politics has forced interaction between longstanding residents and newcomers who are socially, culturally, and linguistically different. Historically marginalized groups have sought to claim rights—especially since Donald Trump’s election in 2016—resulting in a deeper fissure of the social landscape.

Washington River High School provided a context in which to explore questions about how students construct citizen …

Integrating Language And Content Instruction: A Linguistic And Cultural Guide For Content-Area Teachers Of Asian International Secondary School Students In The Us, Joy R. Suzuki

Master's Projects and Capstones

As more and more international Asian ESL high school students seek an education at private American high schools, where students spend most of their time in content-area classrooms, it is imperative that content-area teachers understand the important role they play in their students’ linguistic development and cultural adjustment. The purpose of this project is to provide teachers of content-area classes with an easily accessible professional development opportunity, including tools they need to help their international ESL students achieve linguistic and academic success and guide these students through a rewarding cross-cultural experience. As supported by second language acquisition theory, with the …

Swosu Esl Club Newsletter: Spring 2017, Tee Kesnan

SWOSU ESL CLUB NEWSLETTER

SWOSU ESL Club Newsletter: Spring 2017 is the second issue of the newsletter for the English as a Second Language Club (ESL).

Multilingual Writers’ Perceptions And Use Of L1 In A U.S. Composition Class: A Case Study Of Nepalese Students, Shyam Bahadur Pandey

All Graduate Theses, Dissertations, and Other Capstone Projects

This thesis shares a qualitative study of multilingual student writers’ perceptions and attitudes toward the use of L1 (i.e., Nepali) in L2 (i.e., English) writing. The research questions include: 1) What are Nepalese students’ attitudes toward using their L1 in a first-year composition class in the U.S.? and 2) How do Nepalese undergraduate students in a U.S. composition class use their L1 for the research writing process? A case study research design was adopted to shed light on the lived experiences multilingual writers in U.S. university writing programs. Nepalese students were recruited from two multilingual sections of English 101 Composition …

Multilingual Students' Perceptions Of And Experiences With Instructor Feedback Methods In A U.S. First-Year Composition Class, Hong Thi Tuyet Vo

All Graduate Theses, Dissertations, and Other Capstone Projects

While instructor feedback has generally been recognized as an essential factor in enhancing writing proficiency for multilingual writers, little known research has focused on students’ perceptions of and their experiences with different modes of instructor feedback. In addition, impacts of various feedback methods on students’ writing have remained debatable. This case study seeks to gain an in-depth understanding of the meaning and significance of three instructor feedback methods, namely written, oral, and audio-visual feedback, from students’ perspectives. Furthermore, it offers additional insights into the impacts of these three instructor feedback methods on students’ writing. To be more precise, this study …

Exploring Nnests’ Beliefs And Identities: A Case Study Of Japanese Efl High School Teachers, Ryosuke Aoyama

All Graduate Theses, Dissertations, and Other Capstone Projects

Studies have suggested that, to understand language teaching and learning, it is critical to examine teachers’ beliefs and identities, along with their impacts on actual teaching practices in the classroom. The purpose of this study was to explore teaching beliefs and teacher identities of eight non-native English speaking teachers (NNESTs) in Japanese public high schools. Three research questions were addressed to examine what teaching beliefs they have, what influences their belief formation and professional identity development, and what identities constitute their teacher identity. To do this, a qualitative case study was undertaken. An in-depth analysis of the interview transcripts revealed …