Prejudice in the ESL Classroom

2005 ◽  
Vol 23 (1) ◽  
pp. 63
Author(s):  
Janie Stuart
Keyword(s):  
Esl Teachers ◽  
Classroom Activities ◽  
Lack Of Information ◽  
Esl Classroom

This article about issues and strategies looks at the need for teachers to recognize prejudice among students in Canadian ESL classrooms. The author notes the lack of information on this topic in TESL courses and publications. A sampling of responses from ESL teachers interviewed about the issues is included and serves to highlight the need for more training and other forms of assistance. Finally, a collection of classroom activities is presented as ideas to encourage learners to honor diversity.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Lina Mukhopadhyay
Keyword(s):  
Exploratory Study ◽  
Training Programme ◽  
Classroom Observations ◽  
Low Ses ◽  
Primary Level ◽  
Classroom Activities ◽  
Level Government ◽  
Esl Classroom

In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode. 

scholarly journals ESL Learners’ Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers’ Remarking Practices

2020 ◽  
Vol 13 (11) ◽  
pp. 59
Author(s):  
Misbah A. Khan ◽  
Misbah R. Khan ◽  
Iftikhar A. Chughtai
Keyword(s):  
Mixed Method ◽  
Speech Acts ◽  
Mixed Method Research ◽  
Politeness Theory ◽  
Esl Teachers ◽  
Classroom Activities ◽  
Evaluative Feedback ◽  
Low Performance ◽  
Esl Learners

The study attempts to highlight a major cause of learners’ detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers’ feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than ‘face-saving acts’ during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on ‘Face Wants, Politeness theory, and Speech Acts’ are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept.

scholarly journals IMPLEMENTATION OF CEFR-ALIGNED ASSESSMENT TOOLS IN MALAYSIAN ESL CLASSROOM

2019 ◽  
Vol 4 (2) ◽  
pp. 7-10
Author(s):  
NOOR AZLI ◽  
AINI AKMAR
Keyword(s):  
Main Tool ◽  
Assessment Tools ◽  
Esl Teachers ◽  
Group Discussions ◽  
Mind Mapping ◽  
Frequency Of Use ◽  
The Common ◽  
Preliminary Study ◽  
Almost All ◽  
Esl Classroom

With the adaptation and implementation of the Common European Framework of References (CEFR) in Malaysia since the start of 2017, this preliminary study proposed to identify the variety of assessment tools used by Malaysian ESL teachers that correspond to the current CEFR-aligned syllabus in their ESL classroom and their frequency of use. Data were collected via google form questionnaires from Malaysian ESL teachers in secondary schools located throughout Malaysia via random convenient sampling. The initial findings revealed that the majority of the ESL teachers have difficulty designing CEFR-aligned assessments based on the descriptors even after it has been implemented for two years but are able to frequently conduct various assessment activities using conventional tools such as group discussions, using i-Think maps, mind mapping and oral quizzes. Unsurprisingly, almost all of the respondents agreed to always rely on textbook exercises as their main tool to assess their students.

scholarly journals "Yay! I didn’t know that I was a poet:" The Efficacy of Writing Poetry in ESL Classes from a Translingual Approach

2021 ◽  
pp. 18-27
Author(s):  
Mohamed Yacoub
Keyword(s):  
English Language ◽  
Teaching Writing ◽  
Esl Teachers ◽  
The World ◽  
Approach To Teaching ◽  
Esl Classroom

Abstract Writing poetry is an effective way of teaching in the ESL classroom, especially when approached through the lens of the translingual perspective. This paper introduces the translingual approach to teaching and how ESL teachers of writing can benefit from this approach to teach writing poetry. The paper then provides two practical examples of how to approach teaching writing poetry in the ESL classroom from a translingual perspective. The purpose of this paper, hence, is to argue that writing poetry in the ESL classroom can be a fertile environment that houses different hybrid norms that students bring to the classroom, provides good moments for negotiation, and valorizes creativity. This paper concludes that the translingual approach to writing poetry is less intimidating and more of a hybridity-tolerant way for students to learn English language and to experience the world differently. Poetry becomes a fertile environment for students to perceive language as a hybrid of norms and to learn how to negotiate meanings, structures, and grammar. Keywords: Creative, efficacy, ESL classroom, negotiations, poetry, translingualism, writing

scholarly journals ESL Classroom Dynamics: Towards a Discourse Processing Interpretation

1984 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
David Piper
Keyword(s):  
Language Learning ◽  
Classroom Discourse ◽  
Second Language Learning ◽  
General Trend ◽  
Discourse Processing ◽  
Theory And Practice ◽  
Esl Teachers ◽  
Classroom Dynamics ◽  
Classroom Discourse Analysis ◽  
Esl Classroom

A consistent trend in theory and research on second language learning has been toward greater emphasis on the analysis of elements of background knowledge and discourse rather than on sentences. Two major kinds of approach, textual and ethnomethodological, can be identified within the context of this general trend. An outline of these approaches is presented, together with discussion of their major strengths and weaknesses. Some implications for ESL research, theory, and practice are reviewed. It is proposed that ESL classroom dynamics may be understood in terms of representative discourse-worlds and that responsibility for classroom discourse analysis should be encouraged in both ESL teachers and their students.

scholarly journals Music Hath Charms: Music and Student-created Stories in the ESL Classroom

1984 ◽  
Vol 1 (1) ◽  
pp. 81 ◽  
Author(s):  
Wendy Magahay-Johnson
Keyword(s):  
Teaching Techniques ◽  
Classroom Activities ◽  
Esl Classroom

This section presents descriptions of teaching techniques or practical classroom activities.

scholarly journals Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom

2010 ◽  
Vol 28 (1) ◽  
pp. 127 ◽  
Author(s):  
Jihyun Nam
Keyword(s):  
Teaching And Learning ◽  
Relevant Literature ◽  
English Teacher ◽  
Esl Teachers ◽  
Secondary English ◽  
Research And Practice ◽  
Effective Strategies ◽  
Reading Text ◽  
Research Findings ◽  
Esl Classroom

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice.

scholarly journals Using a Unique and Long Forgotten Authentic Material in the EFL/ESL Classroom: Poetry

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Farzaneh Aladini ◽  
Farzin Farahbod
Keyword(s):  
Language Learners ◽  
Positive Feedback ◽  
Emotional Response ◽  
Language Skills ◽  
Language Experience ◽  
Esl Teachers ◽  
Authentic Material ◽  
Teaching Tools ◽  
Classroom Activities ◽  
Language Classroom

No doubt one of the everlasting concerns of EFL/ESL teachers is to re-examine and improve teaching tools and practices to meet the needs of their students. This article portrays how poetry, a very genuine and authentic text, can enrich students' language experience. My own teaching observations and students' positive feedback, all proved that poetry can enrich emotional response, imaginative power and creativity in the language learners. Thus it increases their engagement and involvement. There are over hundred original ideas for working with poetry in the language classroom. These highly motivational activities and exercises encourage students to express their inner thoughts and feelings in English. No doubt these classroom activities and practices can improve students' language skills. This article provides a sample of a poem worksheet that includes four skills activities: reading, writing, speaking and listening.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

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