Teaching Adult English Language Learners: A Practical Introduction

2019 ◽  
Author(s):  
Betsy Parrish
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Adult Esl ◽  
Teaching Principles ◽  
Recent Developments ◽  
Good Teaching Practice ◽  
Adult English Language Learners

This new edition of Betsy Parrish's Teaching Adult ESL: A Practical Introduction, provides a comprehensive and accessible overview of teaching principles and practices for working with adult English language learners. It is a valuable guide for both novice and experienced teachers. It outlines good teaching practice and draws on classroom examples to offer practical guidance grounded in the latest research on language teaching. Addressing the diverse needs of adult English learners, it provides ideas on how to prepare all learners for the demands and opportunities of the 21st century. The book has been completely revised and updated for the second edition to reflect significant recent developments in the ESL landscape. Chapters are clear and informative. They include tasks and opportunities for teachers to reflect on and apply what they have learned. Each chapter also includes a list of recommended reading and resources to further develop knowledge of the subject.

scholarly journals Engaging Adult English Language Learners in Distance Education: An ESL Program’s Experience During the COVID-19 Pandemic

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Mary Baxter
Keyword(s):  
Distance Education ◽  
English Language Learners ◽  
Language Learners ◽  
Technical College ◽  
English Language ◽  
Language Program ◽  
Esl Programs ◽  
Adult Esl ◽  
Georgia Piedmont ◽  
Adult English Language Learners

Traditionally, adult English as a Second Language (ESL) programs, also known as English as an Additional Language (EAL), deliver instruction through in-person classes rather than distance education, as was the case at Georgia Piedmont Technical College (GPTC). However, due to the global COVID-19 pandemic, distance education became a tool used at GPTC to engage students in learning while school campuses were closed. This paper gives details about how administrators, instructors, and staff at GPTC quickly built a distance education program for adult English language learners in response to the pandemic, including resulting challenges, insights, and successes. Research on the topic of distance education and its possible benefits for adult English language learners is explored in order to inform the efforts of building this type of program. The information provided can help guide other adult EAL programs seeking to incorporate distance education for adult English language learners. Keywords: adult ESL/EAL programs, language program administration, English language learners, distance education

scholarly journals Crossing Borders toward Young Transnational Lives

2014 ◽  
pp. 200-216 ◽  
Author(s):  
G. Sue Kasun ◽  
Cinthya M. Saavedra
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Immigrant Students ◽  
Border Crossing ◽  
Cultural Identification ◽  
Return Visits ◽  
The U.S

Young immigrant youth often live their lives across borders, either by physically crossing them for return visits and/or by metaphorically crossing them through social media and cultural identification. The authors argue these students are better understood as transnational, shifting the focus for educators away from imagining their immigrant students on a straight, one-way path to assimilation in the U.S. to understanding these youths’ abilities to cross borders. Specifically, they call for a redesignation of English Language Learners (ELLs) as Transnational English Learners (TELs). Highlighting examples of educators’ successful border-crossing work, the authors call for educators to cross borders as well in their curriculum and relationships with transnational youth.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

The Language Policy of Placement Tests for Newcomer English Learners

2016 ◽  
Vol 32 (7) ◽  
pp. 936-968 ◽  
Author(s):  
Kendall King ◽  
Martha Bigelow
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Literacy Skills ◽  
Placement Test ◽  
Formal Schooling ◽  
High Stakes

U.S. public schools are required to establish policies ensuring that English language learners have equal access to “meaningful education.” This demands that districts put into place mechanisms to determine student eligibility for specialized English language services. For the most states, this federal requirement is fulfilled through the local administration of the WIDA–Access Placement Test (W-APT), arguably the most widely used, yet under-studied, English language assessment in the country. Through intensive participant observation at one, urban new student intake center, and detailed qualitative, discursive analysis of test administration and interaction, we demonstrate how the W-APT works as a high-stakes assessment, screener, and sorter, and how test takers and test administrators locally negotiate this test and enact this federal and state policy. Our analysis indicates that the W-APT is problematic in several respects, most importantly because the test does not differentiate adequately across students with widely different literacy skills and formal schooling experiences.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

The statistics of English in China

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Rining Wei ◽  
Jinzhi Su
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Turn Of The Century ◽  
National Language ◽  
Chinese People ◽  
The World ◽  
Populous Country

In the mid-1980s, Crystal (1985) lamented that there were no reliable figures available for the number of learners to whom English is taught as a foreign language in many regions of the world, and that ‘China has always been excluded from the statistical reviews, because of the shortage of information from inside the country’ (Crystal, 1985: 9). More recently, Bolton (2008: 6) similarly notes that because of ‘the absence of accurate language surveys’ academics have to make educated guesses regarding the total number of those learning/knowing English. The figure of the total English learners/users in China has been estimated to be somewhere between 200 and 350 million (cf. Bolton, 2003: 48; Kachru, 1997; McArthur, 2003; Zhao & Campbell, 1995; Graddol, 2006: 95). Fortunately, a national language survey in China conducted at the turn of the century does provide some hard statistics on the number of English language learners/users in the world's most populous country, and also sheds some light on the realities of use of English and English proficiency among the Chinese people.

scholarly journals LISTENING COMPREHENSION STRATEGIES APPLIED BY ENGLISH LANGUAGE LEARNERS

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 38-47
Author(s):  
Sitti Hadijah ◽  
Shalawati Shalawati
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Cognitive Strategies ◽  
Monitoring And Evaluation ◽  
Comprehension Strategies ◽  
Mixed Method Research ◽  
English Students

This paper depicts a part of a research project, focused on exploring three listening comprehension strategies applied by the English learners in interpretative listening subject; (a) meta-cognitive strategies consist of directed attention, selective attention, planning, monitoring, and evaluation; (b) cognitive strategies include listening for gist and detail, inference, prediction, visualization, summarizing, and note-taking; (c) Social/affective strategies, such as cooperation. Hence, mixed-method research was employed to describe what listening comprehension strategies used more often by English Students at Universitas Islam Riau. Thirty-seven fresh year learners taking interpretative listening subject were encouraged to participate in this research by filling out questionnaire adopted form Cross (2009). The data collected will both qualitatively and quantitatively analyzed. Thirty-two statements included in the questionnaire were categorized intro three groups; cognitive (15), meta-cognitive (15), and socio-affective (2). The finding reveals that the learners had been familiar will the strategies and frequently apply them based on their needs in listening processes, such as before, while, and after listening.

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