Curriculum and Instruction Commons^™

When Culturally Responsive Practices Meet Social-Emotional Learning: A Guide For Educators, Sharon Ju-Ting Cheng

Master's Projects and Capstones

Many educators hope to give their students quality and well-rounded education while balancing all the contents they need to learn. Social-emotional learning (SEL) and culturally responsive teaching, however, are two areas that teachers seem to struggle with (Stark et al., 2021). Teachers have encountered situations where it was difficult for them to support their students due to the cultural differences between the teacher and student (Heineke & Vera, 2021). This lack of professional development in the culturally responsive aspect is concerning.

The shortfall of training leads to failure to apply these practices into schools. For newcomer students, who are usually …

Teaching American English Pronunciation In A Spanish Speaking Context: A Guide For Efl Teachers In Chile, Martin P. Quarto

Master's Projects and Capstones

This field project addresses the lack of education surrounding pronunciation teaching, and it specifically responds to the opportunities available within English as a Foreign Language settings. This project is especially relevant to English language teachers who would like to study pronunciation teaching and its history. The objective of this research is to inform educators of the validity of teaching pronunciation and to teach educators effective strategies that can be used. Theories of Contrastive Analysis and Error Analysis form the foundation of this project, as well as theories of Interlanguage and Markedness. The literature review includes extensive research into the subject …

Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin

Northwest Journal of Teacher Education

Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.

Student Perceptions Regarding The Use Of Purposive English In A Spanish As A Foreign Language Classroom, Kacey Booth

Dissertations

In modern American society, diversity is both challenged and celebrated, and inclusion is imperative. This ideology begins in the classroom. Oftentimes, this celebration of diversity, more specifically linguistic diversity, is most visible in Teaching English to Speakers of Other Languages (TESOL) classes and similar bilingual educational programs. In TESOL programs, students’ international identities are highlighted and students are often instructed using multilingual educational resources to scaffold their acquisition of English. Historically, foreign language teaching also utilized dual-language instructional methodologies. Such archaic teaching methodologies have since been replaced by more modern and immersive sociopsycholinguistic approaches such as Communicative Language Teaching. Such …

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 Taiwanese-American Perspective On Discrimination In English Language Teaching, Kuan Cheng Song

Master's Theses

This is a qualitative study examining the perspectives of five Taiwanese-American English teachers on their experiences of discrimination in the English language-teaching field of Taiwan. An extensive amount of literature has been written about the nativeness paradigm and its effect on the English language-teaching field, but the Taiwanese-American experience concerning those issues has yet to be explored. The study used Asian Critical Race Theory, Social Identity Theory and Asian American Racial Identity Theory to analyze the history of English language teaching in Taiwan, the critical studies on native and non-native English language teachers and the social issues affecting Asian Americans …

American History Content-Based Instruction In China, Matthew K. Ingalls

MA TESOL Collection

This project demonstrates materials developed over a three-year period in Chinese international schools for the teaching of U.S. history to ESL learners. It includes an outline for a two-year curriculum with a regular weekly cycle, as well as a close look at strategies and tested activities intended to facilitate understanding of this complex topic and to encourage students to participate beyond passive reception. Specific cultural issues of teaching U.S. history in China are discussed, including issues of ideology and censorship.

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Susan Adams

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.

The Need To Create Culturally Responsive Teachers: Implications For Teacher Education Programs, Cass Griffin

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

Using nine reflections as a centerpiece, this thesis aims is to inform readers about the power that an international travel experience and/or practica in dual-language environments can have in becoming a more effective teacher, a culturally responsive teacher. From personal experience in a both settings, I think I am now better able to relate to students with culturally or linguistically diverse backgrounds because I have been in a similar situation. Students with diverse backgrounds (that are different from their teacher) may have extra difficulty communicating or expressing their thoughts and ideas. Teachers need to recognize these difficulties and respond appropriately …

Morality, Relationality, And Listening Pedagogy In Language Education, Bradley Baurain

Bradley Baurain

Listening pedagogy in language education treats listening proficiency almost exclusively as a function or skill, the purpose of which is to generate products or outcomes desired by language users. Though listening is rhetorically acknowledged to be an active and complex process of making meanings within contexts and relationships, in practice teacher education and pedagogical discourse treat listening simply as a linguistic transaction and listening pedagogy as a technical and instrumental process of skill building, with the goal of enabling learners fluently to perform such transactions. Such a means-to-ends orientation, however, is inadequate or insufficient to encompass holistic moral and relational …

Voices, Identities, Negotiations, And Conflicts: Writing Academic English Across Cultures, Bradley Baurain, Ha Phan

Bradley Baurain

No abstract provided.

Course Design And Teacher Development In Vietnam: A Diary Project, Bradley Baurain

Bradley Baurain

No abstract provided.

A Faith-Based Case For The Dream Act, Bradley Baurain

Bradley Baurain

No abstract provided.

Multilevel And Diverse Classrooms, Bradley Baurain, Ha Phan

Bradley Baurain

No abstract provided.

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Scholarship and Professional Work – Education

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.

Christian Witness And Respect For Persons, Bradley Baurain

Bradley Baurain

Respect for persons has been widely acknowledged and discussed as a key moral dimension in education and teaching English to speakers of other languages. Christians believe in this value, particularly as it is articulated within scripture and tradition. Recent critics, however, seem to perceive a basic incompatibility between a Christian religious imperative to bear witness to one’s faith and a moral imperative to respect other persons. Beginning from an argument that all teaching is teaching for change, this essay makes a case that the two are not only not contradictory, but in fact should be consanguineous. Key issues explored include …

Small Group Multitasking In Literature Classes, Bradley Baurain

Bradley Baurain

Faced with the challenge of teaching American literature to large, multilevel classes in Vietnam, the writer developed a flexible small group framework called ‘multitasking’. ‘Multitasking’ sets up stable task categories which rotate among small groups from lesson to lesson. This framework enabled students to work cooperatively in a variety of formats and the teacher to generate a wide range of materials and activities efficiently. It also spurred students to develop more independent learning skills and the teacher to experiment more freely with new techniques. In a narrative and reflective format, in terms both of what he expected and what he …

Solving The Multilevel Dilemma, Bradley Baurain

Bradley Baurain

No abstract provided.

Learning And Enjoying Literature In English, Bradley Baurain

Bradley Baurain

No abstract provided.