scholarly journals ESL Students Speak Up: Their Stories of How We are Doing.

1995 ◽  
Vol 12 (2) ◽  
pp. 32 ◽  
Author(s):  
Yasuko Kanno ◽  
Sheila Dermer Applebaum
Keyword(s):  
Subject Matter ◽  
Secondary Level ◽  
Academic Skills ◽  
School Community ◽  
Esl Students ◽  
Speak Up ◽  
Esl Curriculum ◽  
Learning English

This study explores the ESL curriculum as experienced by students, casting light on their side of the story. We invited three Japanese secondary-level students to discuss their experience of learning English and analyzed their stories in terms of Schwab's four curriculum commonplaces (learner, subject matter, milieu, and teacher). Our analysis reveals that for the students, learning English has to do with negotiating their identities in a new environment. The current ESL curriculum as it focuses on the development of academic skills may not be providing enough support to help them integrate into the school community. In the absence of such support, some students may run the risk of perpetuating their marginality in the school and prematurely reaching a plateau in their English acquisition. Some practical ideas to promote integration, some of which are already implemented in Canadian schools, are discussed in the light of these findings.

Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance

1997 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Gloria M. Tang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Second Language Learning ◽  
Secondary Level ◽  
Language Teachers ◽  
Esl Students ◽  
Esl Teachers ◽  
Writing Classes ◽  
Learning English

This article reports on a study that addresses the concerns of ESL teachers about their students' use of pocket bilingual electronic dictionaries (EDs). The purpose is to communicate to content and language teachers: (a) the features of the ED, (b) the uses secondary level ESL students make of the pocket ED as a tool for learning English, (c) the effectiveness of the ED in helping ESL students' comprehension and production of English, (d) students' perception of the usefulness of the ED, and (e) the strengths and weaknesses of the ED as perceived by ESL teachers. The findings indicate that not only do a large number of Chinese ESL students own EDs, but they also make consistent use of them during reading comprehension and writing classes. Examples are given of the students' successful and unsuccessful attempts using the ED, and recommendations are made for ESL teachers to teach dictionary skills.

BASIC WAY TO CLEFT SENTENCE// International Journal of Student Research, No. 1, 2018/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Elisa Boanini - Lion, France. 26.12.2018: OEAPS Inc., 2018. - pp. 13-16.

2019 ◽  
Author(s):  
Makhliyo Absamadova ◽  
Nematullo Zuvaydullaev
Keyword(s):  
Learning Style ◽  
English Language ◽  
Chief Editor ◽  
Scientific Article ◽  
Esl Students ◽  
Student Research ◽  
European Academy ◽  
Learning English

While learning English language, ESL students can face some difficulties to make cleft sentences which are going to be discussed in this scientific article. Researchers, who have searched and made easy way to acquire knowledge of this type of sentences, invited this article, which is much more clearly, to ESL students. Although lots of researchers worked on this topic, learners are able to get interesting facts, easy learning style, and vital examples which are explained in an easy and simple way. Thus, this article consistently keeps attention of all readers and not make them confuse as well.

scholarly journals Impact of Washback on ESL Students’ Performance at Secondary Level

2018 ◽  
Vol 8 (6) ◽  
pp. 227
Author(s):  
Muhammad Arfan Lodhi ◽  
Irum Robab ◽  
Sumera Mukhtar ◽  
Hifza Farman ◽  
Sana Farrukh
Keyword(s):  
Sampling Technique ◽  
Secondary Level ◽  
Simple Random Sampling ◽  
Vital Role ◽  
Esl Students ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
The Impact ◽  
Selection Of ◽  
Made In

This descriptive study explores the impact of washback on ESL students’ performance at secondary level. In this study, the term “washback” refers to the test effect on content of curriculum, learning English, teaching and the activities conducted in classroom. The factors other than the test itself may affect positive washback; lack of positive washback does not make test invalid whereas the negative washback effect occurs when there is lack of construct validity of test. Test design and validity plays vital role in achieving positive washback (Messick, 1996). The study aims to investigate the effects of positive washback and benefits in learning and teaching processes in ESL classrooms, while negative washback effects are destructive and can be a hindrance in achieving the goals in ESL classrooms. Recent research is descriptive in nature and survey based method was adopted for this study. 50 teachers were selected by using purposive sampling technique and 100 students were selected by using simple random sampling technique. Three tools were used for this study including: Questionnaire, Test and Observation checklist. The findings of the study exhibit that negative washback effect has its influence on tests, learning and teaching. The study concludes with a realization of the fact that language pedagogy is affected by washback. However, it is claimed by majority of the teachers that washback affects the selection of teaching methods because exams stress brings pressure and it becomes necessary for English teachers to develop linguistic competence in their students. For future researches it is recommended that other studies should be made in order to find out the impact of washback on the strategies adopted by learners while learning second language.

scholarly journals Role of Siraiki in Teaching/Learning English at Graduation Level: A Case Study from the Southern Punjab, Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 532-543
Author(s):  
Muhammad Ahsan ◽  
Zahoor Hussain ◽  
Noshaba Younus
Keyword(s):  
Social Sciences ◽  
Analysis Of Variance ◽  
Subject Matter ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Classroom ◽  
Teaching Learning ◽  
Learning English

The focus of the present research was to find out the Role of Siraiki Language in Teaching/Learning English Language at graduation Level. By this study the researcher attempted to expose the intentions for which the students and instructors make use of Siraiki in their English language classroom inside and outside activities and in the same way, to show the actions and the situations in which they select for not using their L1. To explore a clear comprehension of the current subject matter, the research targeted on the 577 students and the 156 teachers. Data was collected through questionnaires. The data was examined through SPSS (statistical package for social sciences) 23 version. Data were inspected using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The findings of the present study showed that the students and the teachers indicated highly positive perceptions concerning the use of Siraiki language in EFL classroom.

Behind the Scenes of Data-Driven Leadership

2018 ◽  
pp. 1-18
Author(s):  
Robert W. Murray ◽  
Mary A. Murray
Keyword(s):  
School Leaders ◽  
Secondary Level ◽  
School Community ◽  
School Leader ◽  
Data Driven ◽  
Classroom Composition ◽  
Master Scheduling ◽  
Staff Recruitment

This chapter examines the responsibilities of the school leader, specifically the principal, to effectively apply aspects of data-driven leadership beyond the instructional applications of the classroom and provide applications for data-driven leadership in the crucial leadership functions of staff recruitment and hiring, placement of staff, master scheduling of the institution at both the elementary and secondary level, classroom composition, and finally, the placement of the students in the correct education setting. The intent of this chapter is to provide school leaders with insights into the intentionality required of leadership as applied to often overlooked tasks that are critical to the success of the students, faculty, staff, and overall school community.

ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR”

2011 ◽  
Vol 16 (1) ◽  
pp. 185
Author(s):  
Momo Rosbiono
Keyword(s):  
Professional Development ◽  
Subject Matter ◽  
Academic Skills ◽  
Chemistry Teacher ◽  
Academic Needs ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Academic Knowledge ◽  
Teaching Professional Development ◽  
Teaching Professional

This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).Key words: curriculum material, ATK model, ADIR mechanism.

scholarly journals Assessing the Suitability of Reading Materials for ESL Students

1985 ◽  
Vol 3 (1) ◽  
pp. 37 ◽  
Author(s):  
Anne Heatherington
Keyword(s):  
Second Language ◽  
Subject Matter ◽  
Background Knowledge ◽  
Second Language Reading ◽  
Linguistic Variables ◽  
Esl Students ◽  
Reading Materials ◽  
The Subject ◽  
Reading Texts

The paper begins with an examination of the criteria by which first and second language reading texts have traditionally been graded, criteria which focus primarily on the linguistic characteristics of a text. It is proposed that if reading is viewed as interaction between a text and a reader, there are other variables to consider, those related to the reader side of the process: the readers' interests, background knowledge and purposes for reading. Within this interactive framework and after the reader variables have been considered, the subject matter, format, organization and discourse and linguistic variables of a text can be assessed. Implications of recent research in these areas are discussed. In conclusion, a set of guidelines is proposed for assessing the suitability of both graded and ungraded texts for ESL students.

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