Bilingual, Multilingual, and Multicultural Education Commons^™

Esl To Composition Transitions: Investigating The Differences In Disciplinary Values Among Two-Year College Faculty, Amy M. Flessert

English Theses & Dissertations

In this qualitative methods study, I draw on Paul Kei Matsuda’s 1999 article “Composition Studies and ESL Writing: A Disciplinary Division of Labor” to examine if, more than 20 years after its publication, there is still a significant disciplinary division between ESL writing and first-year college composition. I surveyed writing instructors from both ESL and ENG at Mid-Atlantic Community College (MACC) regarding what they value as “good” writing. I also worked with three faculty members – one in ENG, one in ESL, and a third who teaches in both departments, serving, in this study and the department, as a “bridge” …

Silent Film: A Visual Narrative For Developing Linguistic Competence, Patricia George

Open Educational Resources

Visual narratives in silent films are an effective method for developing linguistic competence in English language education and are equally constructive in developing critical thinking skills across disciplines. “Silent film, more than any other film property, capitalizes on ESL students’ visual literacy, using it as both a foundation and a catalyst for honing the verbal language skills that are key to acquiring and articulating complex knowledge in English” (Kasper and Singer, 2001). Silent films rely on the power of vivid, interactive visual imagery to depict personal struggles, character interactions, and plot development. This medium grabs the attention of ESL students …

A Dialectical Relational Analysis Of Tesol Quarterly 2006 Special Issue On Race: Discourse, Race, And White Supremacist Ideology, Ginger A. Looney

Language, Literacy, and Sociocultural Studies ETDs

Although the field of TESOL is not racially neutral this dialectical relational analysis examined (1) what discourses did the authors use to deploy race in the articles in the 2006 TESOL Quarterly Special Issue on Race (TQSIR)? and (2) how do these discourses work to either conform to, or resist white supremacist ideology? Analysis of the texts identified four key discourse: racialization, whiteness, emotional labor of racism, and sonic and optic negation of racism. These discourses were examined in the domains of scholarship, curriculum, teachers, and students. In 21 instances, these four discourses work to resist white supremacist ideology. …

The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff

Empowering Research for Educators

Family and Consumer Sciences (FCS) content and English as a Second Language (ESL) strategies can be organically incorporated to create a successful education for an English Language Learner (ELL). The first objective of this research project is to discover how prepared Family and Consumer Sciences teachers feel to work with English Language Learners in the classroom. The second objective is to identify practical and effective methods and strategies that are useful for Family and Consumer Sciences teachers instructing English Language Learners. The rationale for this project is that by identifying the challenges faced by English Language Learners in education, teachers …

Using Collaborative Discussions In College Classrooms, Komako Suzuki

Dissertations

The purpose of the current study is to investigate whether an open-format, small group discussion approach, Collaborative Reasoning (CR), positively affects the English language development of college English as Second Language (ESL) students. According to Zhang and Dougherty Stahl (2011), CR is an approach to discussion that makes use of small groups and is designed to encourage students to become more intellectually and personally engaged.

In order to measure the effectiveness of the CR approach in English classes with ESL students, data were collected from the six classrooms at an international English language institute at a university in the southeastern …

A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana

This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL …

Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design, Cesar R. Bazo Quintana

This practicum design helps future ESL/EFL instructors gain practical understanding of Teacher Talking Time (TTT) and Student Talking Time (STT) practices in the classroom. It provides a deeper understanding of TTT vs. STT application within the Communicative Approach (CA) or Communicative Language Teaching (CLT).

The Immigrants In The Central Coast Of California Need Motivation To Attend Classes And Learn English As Their Second Language, Martin Rodriguez-Juarez

Master's Projects and Capstones

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included.

An Investigation Into Native And Non Native English Speaking Instructors' Assessment Of University Esl Student's Oral Presentation, Rubaiyat Jabeen

All Graduate Theses, Dissertations, and Other Capstone Projects

This thesis aims to conduct a mix-methods investigation into native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) assessment of university level English as a second language (ESL) student's oral presentation. To collect data for this study, all faculty members and instructors currently teaching in at the departments of English and Communication Studies at Minnesota State University, Mankato (MNSU) were invited to participate in an online survey using Qualtrics Survey Software (Qualtrics). After receiving email invitations, altogether 31 people provided their consent to participate. Among the 31 teacher-participants, there were 19 NESTs and 12 NNESTs. The participants then took part …

Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo

Scholarship of Metropolitan Mission

In an effort to address the gaps in preparing teacher candidates (TCs) to work with English Language Learners (ELLs), service-learning experiences (SLE) were integrated into two courses within a teacher education program. This exploratory case study sought to explore the outcomes of teacher candidates (TCs) engaged in SLE with diverse students and families, particularly ELLs. Content analysis of students’ reflections provided insights of the impact of the SLE. Findings indicate that participating in service-learning with ELLs provides opportunities for TCs to engage in positive interactions that help to address misconceptions about students, families, and communities. TCs also began to confront …

Modeling The Progress And Retention Of International Students Using Markov Chains, Lucas Gagne

Williams Honors College, Honors Research Projects

International students are a small and diverse student population present in any sizable American university. One of the greatest obstacles in their path is the acquisition of the English language. English for Academic Purposes (EAP) programs, such as the English Language Institute (ELI) at the University of Akron, attempt to address this problem. By studying how this student population progresses in their academic studies, EAP programs and their associated universities can make well-informed decisions on how best to serve their English Language Learners. One way to study International students is through the use of a Markov model based on university …

English As A Second Language: Writing Challenges, Self-Assessment, And Interest In For-Credit Esl Courses At Southeastern University, Katherine M. Jones

Selected Honors Theses

Whether Chinese, French, Swahili, Hindi, or English, learning a language requires time and dedication. One of the more challenging languages to learn is English, yet English is becoming more prevalent around the globe. According to a statement by Teachers of English to Speakers of Other Languages, Inc. (TESOL), English is now “the most widely taught language in the world” (“Position Statement on English as a Global Language”). Many individuals are striving not only to learn English but also to master it. These individuals include businessmen, doctors, politicians, scholars, athletes, and students. As English is swiftly becoming the international lingua franca …

A Study Of The Language & Cultural Challenges Facing Business And Legal Studies Faculty In The Ever-Expanding Global Classroom, Glen M. Vogel

Glen M Vogel

More than 690,000 foreign students studied in the United States during the 2009-10 academic year – a 17% increase in just two years. As these non-native English-speaking students continue to pour into our nation’s educational institutions, one question many educators have is: are these international students adequately prepared for the language and cultural demands they will face when they are competing in the classroom and in the job market with their U.S. born counterparts? While it is a common belief that foreign students arrive with strong academic credentials, this does not reflect their grasp of the English language or their …

Deepening Our Understanding And Advocacy For Ells: K-12 And University Partnerships As Hopeful Sites Of Advocacy For Ells, Susan Adams, Kathryn Brooks, Trish Mullaney

Susan Adams

Workshop presented at the 2011 Indiana University Southeast English as a New Language Conference, New Albany, IN, November 12, 2011.

A Quarter In Lynden’S Esl 40: Process And Product, Justin T. (Justin Taylor) Maggart

WWU Honors College Senior Projects

As is indicated in the title, the hard copy of my Senior Project breaks down into two parts: process and product. The 'process' is represented by my Teaching English as a Second Language (TESL) Practicum Journal. This journal reflects the thoughts and feelings that I experienced during my first longterm exposure to an ESL setting. The Journal is by no means formal; instead of deciding on a particular format for my entries, I let them form themselves. I chose to approach the journal in this way so that my reflections could be seen in the clearest light, without the interference …