Addressing the Needs of English Language Learners in an English Education Methods Course

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

Download Full-text

PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK

Jurnal Penelitian Humaniora ◽

10.23917/humaniora.v20i2.6932 ◽

2019 ◽

Vol 20 (2) ◽

pp. 105-115

Author(s):

Suprihadi Suprihadi ◽

Muh. Syafei

Keyword(s):

Academic Achievement ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

English Education ◽

Reading Strategy ◽

Training And Education ◽

The Relationship

The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.

Download Full-text

Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course

Science Teacher Preparation in Content-Based Second Language Acquisition - ASTE Series in Science Education ◽

10.1007/978-3-319-43516-9_5 ◽

2016 ◽

pp. 79-95 ◽

Cited By ~ 3

Author(s):

Sarah A. Roberts ◽

Julie A. Bianchini ◽

Jin Sook Lee ◽

Sarah Hough ◽

Stacey L. Carpenter

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Methods Course ◽

Science Methods ◽

Science Methods Course

Download Full-text

Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-4041-0.ch004 ◽

2018 ◽

pp. 59-78 ◽

Cited By ~ 1

Author(s):

Hyesun Cho ◽

Debby J. Adams

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Service Learning ◽

Language Learners ◽

Research University ◽

English Language ◽

Teacher Education Program ◽

Methods Course ◽

Content Area Teachers ◽

Speakers Of Other Languages

This chapter explores ways in which preservice content-area teachers were engaged in service-learning as part of a teaching English to speakers of other languages (TESOL) methods course at a public research university in the U.S. Midwest. It describes the reflections of 26 undergraduate students majoring in English Language Arts, Math, Science, Foreign Languages, and Social Studies Education, who were involved in service-learning as a medial field experience. Findings reveal that the experience contributed tremendously to their understanding of the backgrounds of English language learners as well as the challenges these learners faced in and out of school. As a result of this “eye-opening” experience, teacher candidates reported a commitment to valuing diversity and equity in their future classrooms, as well as a responsibility to advocate for their culturally and linguistically diverse learners. The chapter concludes with suggestions for implementing service-learning for preservice teachers across content areas in a teacher education program.

Download Full-text

An Analysis of Politeness Strategies of Disagreement: The Case of Students of English Education Study Program in one State Islamic University in Sumatera, Indonesia

Edukasi: Jurnal Pendidikan dan Pengajaran ◽

10.19109/ejpp.v6i1.3132 ◽

2019 ◽

Vol 6 (1) ◽

pp. 260-269

Author(s):

Witria Windika

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

English Education ◽

Islamic State ◽

State University ◽

Study Program ◽

Politeness Strategies ◽

Completion Test ◽

Written Test

The pupoposes of this study were (1) to find out the realizations of politeness strategies of disagreement by the sixth semester students of English Education students of Islamic State University in Sumatera, and (2) to figure out the most common types of politeness strategy used by them. The study employed qualitative research. The data were taken through a written test and Discourse Completion Test (DCT). The sample was taken by using cluster random sampling method which consisted of 12 male students and 12 female students. The study revealed that female and male English language learners experienced four types of politeness strategy: positive politeness, negative politeness, bald-on-record politeness, and off-record politeness with negative politeness as the most frequent strategy used by female and male English language learners. The result of the study showed that negative politeness was dominant politeness strategy which had value of 63,33%. The second place was bald-on-record (23,33%), the third place was positive politeness (11,67%), and the last one was off-record (1,67%). The conclusion of this study indicated that in expressing politeness strategy for disagreement, both female and male respondents tended to perform negative politeness strategy.

Download Full-text

Thainess-based English lessons: Reshaping grassroots English education

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v8i2.13275 ◽

2018 ◽

Vol 8 (2) ◽

Author(s):

Budsaba Kanoksilapatham

Keyword(s):

English Language Learners ◽

Elementary Schools ◽

Language Learners ◽

English Language ◽

English Education ◽

Language Education ◽

English Language Education ◽

Northern Thailand ◽

Positive Effects ◽

The North

In Thailand, the question of how to improve the abilities of English language learners without affecting their Thai identity has arisen. This article reports a study that demonstrates that a series of specifically northern Thainess-based instructions for Grade 4 pupils in northern Thailand could not only teach the pupils about their northern Thainess, but also improve their English vocabulary. A set of northern Thainess-based English lessons as well as the corresponding Thainess and English vocabulary pretests and posttests were designed for use in four elementary schools in the north of Thailand. The pretest and posttest scores on both aspects showed that both the pupils’ appreciation of Thainess and their knowledge of English vocabulary considerably improved. The result suggests the positive effects of this system of learning. From a pedagogical viewpoint, it seems that the use of such materials may well be used to improve and reshape English language education throughout the country.

Download Full-text

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_43_s_115 ◽

2016 ◽

Vol 43 (Spring) ◽

pp. 115-128 ◽

Cited By ~ 6

Author(s):

Lindsey Leacox ◽

Carla Wood ◽

Gretchen Sunderman ◽

Christopher Schatschneider

Keyword(s):

English Language Learners ◽

Language Learners ◽

Picture Naming ◽

English Language

Download Full-text

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.2.37 ◽

2010 ◽

Vol 17 (2) ◽

pp. 37-56 ◽

Cited By ~ 9

Author(s):

Nancy Lewis ◽

Nancy Castilleja ◽

Barbara J. Moore ◽

Barbara Rodriguez

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Assessment Process ◽

Assessment Practices ◽

Her Family ◽

Diverse Student ◽

Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Download Full-text

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Download Full-text

Children's Nonword Repetition Tasks and English Language Learners

Perspectives on School-Based Issues ◽

10.1044/sbi11.3.73 ◽

2010 ◽

Vol 11 (3) ◽

pp. 73-79

Author(s):

Sara C. Steele ◽

Deborah A. Hwa-Froelich

Keyword(s):

English Language Learners ◽

Language Learners ◽

Language Impairment ◽

English Language ◽

Nonword Repetition ◽

Adopted Children ◽

Typically Developing ◽

Bilingual Speakers ◽

Internationally Adopted Children ◽

English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Download Full-text