scholarly journals Actualizing Reader-Response Theory on L2 Teacher Training Programs

2012 ◽  
Vol 29 (1) ◽  
pp. 93
Author(s):  
Gary Harfitt ◽  
Blanche Chu
Keyword(s):  
English Language Learners ◽  
Teacher Training ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Teaching Strategy ◽  
Esl Teachers ◽  
Reader Response Theory ◽  
Tertiary Institutions ◽  
Teacher Training Programs

In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals Pre-Service ESL Teachers’ Self-Reported Knowledge of English Language Learners’ (ELLs) Reading Assessments

2020 ◽  
Vol 11 (5) ◽  
pp. 31-57
Author(s):  
Renata Burgess-Brigham ◽  
Zohreh Eslami ◽  
Khatereh Esteki ◽  
◽  
◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Assessments ◽  
Esl Teachers

scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

Digital media users and Facebook hashtags' misinterpretations

2020 ◽  
Vol 44 (6) ◽  
pp. 1183-1198
Author(s):  
Umbreen Tariq ◽  
Summaira Sarfraz ◽  
Ali Abbas
Keyword(s):  
English Language Learners ◽  
Digital Media ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Focus Group Interviews ◽  
Intended Meaning ◽  
Content Type ◽  
Group Interviews ◽  
Major Factors

PurposeThis paper examines reasons of pragmatic functions' misinterpretation of three types of Facebook hashtags: long, short and multiple mixed hashtags.Design/methodology/approachFocus group interviews of 15 English language learners, who are also active users of Facebook and hashtags, are conducted. Thematic analysis is performed through the software Nvivo for arriving at reliable findings.FindingsThe findings show that unknown vocabulary in contents and lowercasing in long and short hashtags are major factors that cause misinterpretation. Also, the symbol of underscore and appropriate usage of upper and lowercasing of alphabets should be adopted in hashtag writing for the improvement in communication and successful conveyance of the intended meaning.Originality/valueThis paper contributes to the online hashtag writing style by finding reasons for the misinterpretations of different types of hashtags. Hashtags have been developed for adequate communication (Livingstone, 2012), but in Pakistan, hashtags are practiced as a “fashionable” trend and thus result in misinterpretation and inadequate communication among readers even of the same background (Tariq and Sarfraz, 2018). Moreover, this study focuses on the trend of hashtagging that is common among university students and particularly second-language learners because they are active users of Facebook and adopt the latest trends quickly.

scholarly journals Improving Oral Communicative Competence in English Using Project-Based Learning Activities

2019 ◽  
Vol 12 (4) ◽  
pp. 73
Author(s):  
Noor Idayu Abu Bakar ◽  
Nooreen Noordin ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Teaching Strategy ◽  
Peninsular Malaysia ◽  
Study Data ◽  
Project Based Learning ◽  
English Language Teaching ◽  
Quasi Experimental

The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners’ overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.

scholarly journals Challenging, eye-opening, and changing. U.S. teacher training in Korea: Creating experiences that will enhance global perspectives

2014 ◽  
pp. 67-87
Author(s):  
Kevin Oh ◽  
Natalie Nussli
Keyword(s):  
English Language Learners ◽  
Teacher Training ◽  
Classroom Management ◽  
Secondary Students ◽  
Language Learners ◽  
English Language ◽  
Global Perspective ◽  
Cultural Immersion ◽  
Global Perspectives ◽  
Eye Opening

This case study explored the short-term international experience of pre-service teachers to create and enhance global perspectives. These teachers (n=5), all female graduate students at a university in the U.S., were fully immersed in a foreign culture for three weeks while teaching English to primary and secondary students in Korea. Pre-, during-, and post-data were collected to investigate how the participants work and live while being completely immersed in a new culture. Eight themes emerged from the analysis of multiple qualitative instruments: (a) language barrier, (b) being the minority, (c) cultural differences and cultural shock, (d) student participation and teaching methods, (e) classroom management, (f) underestimation of English language learners, (g) finding confidence as a teacher and instructional flexibility, and (h) support systems. Overall, teachers expressed a transformation in both their teaching philosophy and cultural perspectives despite the short duration of the experience. They also reported that this linguistic and cultural immersion not only advanced their global perspective but also provided them with the necessary tools and understanding to work with diverse populations more emphatically and effectively. The findings suggest that additional teacher training is needed to increase pre-service teachers’ cultural competence and responsiveness to better address the needs of today’s diverse student populations.

scholarly journals Teachers’ Perceptions of their Preparation for Teaching Linguistically and Culturally Diverse Learners in Rural Eastern North Carolina

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Debra D. O'Neal ◽  
Marjorie Ringler ◽  
Diane Rodriguez
Keyword(s):  
North Carolina ◽  
English Language Learners ◽  
Language Learners ◽  
Rural Areas ◽  
English Language ◽  
Formal Education ◽  
Second Language Learners ◽  
The United States ◽  
Teachers Perceptions ◽  
Eastern North Carolina

The number of English language learners (ELL) students in the US is increasing dramatically. The growth is even more evident in rural areas of the United States such as North Carolina where teachers are facing classrooms with a majority of second language learners. The authors conducted a study interviewing 24 teachers at a rural elementary school in eastern North Carolina. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses. All teachers showed a strong desire to learn more at this time in their careers, but emphasized their lack of prior training. The study found that even though teachers lacked confidence, they were effectively educating this growing population. The authors discuss the responsibility of Institutions of Higher Education (IHE) to provide formal education in teaching students from diverse language backgrounds.  

scholarly journals Opportunity to Teach: Push-In and Pull-Out Models of English Learner Instruction

2017 ◽  
Vol 1 (1) ◽  
pp. 53 ◽  
Author(s):  
Laura Baecher ◽  
Angela B. Bell
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Curriculum And Instruction ◽  
English Language Development ◽  
Elementary Educators ◽  
Esl Teachers ◽  
Ell Students ◽  
Pull Out ◽  
Eld Instruction

<p><em>As the number of US English Language Learners (ELLs) increases, elementary educators struggle to make decisions related to curriculum and instruction. This research fills an important gap in the research on program models for ELLs by presenting a two-part investigation of push-in and pull-out English Language Development (ELD) instruction from the vantage point of English as a Second Language (ESL) teachers. The first part of the investigation uses nationally administered surveys to capture the practices, beliefs, and challenges of ESL professionals working in these models. The second part highlights the concerns raised by those ESL teachers regarding the extent to which a cohort of 175 ELL students received their ELD instruction. We explore the implications for the academic achievement of ELLs in the primary grades when their access to consistent ELD instruction is curtailed. We illuminate the problematic aspects of both models and call for greater attention to the implementation and monitoring of services for young ELLs.</em></p>

Working With English Language Learners in Preschool Settings

2010 ◽  
Vol 17 (1) ◽  
pp. 4-10
Author(s):  
Andrea “Deedee” Moxley
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Typically Developing ◽  
Speech Language Pathologists ◽  
Language Difference ◽  
Preschool Aged Children ◽  
Linguistically Appropriate

Abstract Nearly one out of every five children speaks a language other than English in the home. It is difficult to determine language difference versus disorder. Speech-language pathologists who serve preschool-aged children are being asked to serve typically developing second language learners and work without the assistance of an interpreter/translator. It is important to be familiar with legislation, ASHA policy, and research to provide culturally and linguistically appropriate services.

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