Scholarship of Teaching and Learning Commons^™

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 …

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).

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 …