Bilingual, Multilingual, and Multicultural Education | Open Access Articles

Discomfort, Deficiency, Dedication: Pre-Service Teachers Voice Their Ell-Related Concerns, Wendy J. Glenn, Mileidis Gort

Teaching and Learning Articles and Papers

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Improving Reading Comprehension In Dual Language Programs, Susana E. Franco-Fuenmayor, Brooke Kandel-Cisco, Yolanda Padrón

Scholarship and Professional Work – Education

The low achievement levels and high dropout rates of English Language Learners (ELLs) continue to be a great challenge for educators. One area that can provide us with useful information on how to improve the education of ELLs is dual language programs. Research in this area indicates that native language development is important for academic success. The present study examined the cognitive reading strategies of students enrolled in a dual language program. The results indicate that both language groups of students were using successful cognitive reading strategies to comprehend text. The study also describes how the questionnaire used in the …

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Pre-Service Esl Teachers’ Instructional Discourse During One-On-One Tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, Lisa Peluso Ed.D.

Faculty Works: EDU (1995-2023)

Teacher discourse or teacher talk is the form of discourse that teachers use when instructing their students. Chaudron (1983) described teacher talk as a particular form of speech used by teachers to instruct their students through language that is clear and explicit. He compared teachers’ speech and native speakers’ speech to nonnative speakers in settings outside the classroom (also called foreigner talk), explaining that differences exist but are not sufficiently systematic or distinct to make teacher talk a ‘special sociolinguistic domain’ (Chaudron 1988: 55): ‘It appears that the adjustments in teacher speech to nonnativespeaking learners serve the temporary purpose of …