scholarly journals A Pilot Study: Magic Tricks in the ELL Classroom Increasing Verbal Communication Initiative and Self-Efficacy

2020 ◽  
Vol 2 (1) ◽  
pp. p11
Author(s):  
Kevin Spencer ◽  
Stephanie Balmer
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Linguistic Knowledge ◽  
Learner Motivation ◽  
Self Confidence ◽  
Magic Trick ◽  
Authentic Language

Instructional practices for English language Learners (ELLs) are multifaceted. They must address everything from communication skills to learner motivation. As a means of tapping student curiosity, learning to perform simple magic tricks is a creative task-based language teaching approach that promotes student self-confidence and engages them in interactionally authentic language. The learning of a magic trick becomes the means of helping students to use the linguistic knowledge they already have as well as a source for new linguistic knowledge. Teaching ELLs simple magic tricks is one approach that increases student communication and produces improvement in academics, self-confidence, resiliency, and social skills.

scholarly journals Students’ Self-reflections of Own Participation in English Language Oral Class

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Lin Han ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Self Reflection ◽  
Self Confidence ◽  
Language Communication ◽  
Skills Learning ◽  
Higher Institutions

The English language learners’ needs changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Learners are expected to use the English language in daily communication and to learn the workplace English language communication skill. Due to this demand, language lecturers at higher institutions are expected to assist English language learners to use the language fluently rather than to concentrate heavily on form. Nevertheless, instigating speaking activities in Malaysian classrooms has never been easy and successful. This research was conducted with an aim to identify the underlying factors that motivate or demotivate students’ participation in an English oral classroom. The data were qualitatively collected via students’ self-reflection reports on their own participation in the English language oral class. It was found that teacher’s personality traits, students’ communication skills, learning environment, students’ motivation, self-confidence and topical knowledge, and fascinating discussion topics play significant roles in students’ participation in the English oral class. Thus, these findings could guide language teachers to consider relevant and creative oral activities to encourage students’ active classroom participation.  

Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

2014 ◽  
Vol 116 (3) ◽  
pp. 1-30 ◽  
Author(s):  
Sultan Turkan ◽  
Luciana C. De Oliveira ◽  
Okhee Lee ◽  
Geoffrey Phelps
Keyword(s):  
English Language Learners ◽  
Knowledge Base ◽  
Language Learners ◽  
English Language ◽  
Linguistic Knowledge ◽  
Specialized Knowledge ◽  
Knowledge For Teaching ◽  
Disciplinary Discourse ◽  
Teaching Content ◽  
Knowledge Base For Teaching

Background/Context The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to understand the tasks of teaching that constitute the work of teaching a subject and a set of content-based problems. However, in this paper, we have argued that this domain does not address whether or not teaching academic content to English language learners (ELLs) involves any specialized knowledge for teaching. We sought to understand what specialized knowledge base for teaching, if any, is included in the work of teaching content to special student populations such as ELLs. In this exploration, we drew on the main perspective from literature about Systemic Functional Linguistics and academic language. Purpose Grounding the theoretical argument based on these two areas of research, we propose the teachers’ use of Disciplinary Linguistic Knowledge (DLK) for academic discourse of a discipline or content area. DLK is proposed as the knowledge base needed to facilitate ELLs’ understanding of oral and written discourse within a discipline and their accurate use of language to engage them in the disciplinary discourse. Findings/Results DLK refers to teachers’ knowledge of a particular disciplinary discourse and involves knowledge for (a) identifying linguistic features of the disciplinary discourse and (b) modeling for ELLs how to communicate meaning in the discipline and engaging them in using the language of the discipline orally or in writing. We offer examples illustrating how teachers’ knowledge of Disciplinary Linguistic Knowledge might manifest itself when teachers engage in the work of teaching content to ELLs. Conclusions/Recommendations The use of DLK as a specialized knowledge base for teaching content to ELLs might help to further specify the role of teachers’ knowledge of students within the larger research area of content knowledge for teaching. Also, operationalizing DLK as an assessment construct could address the need for next generation teacher assessments that aim to measure teachers’ knowledge base for teaching content to ELLs.

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

scholarly journals Motivation and demotivation over two years: A case study of English language learners in Japan

2019 ◽  
Vol 9 (1) ◽  
pp. 157-175
Author(s):  
Keita Kikuchi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Qualitative Data ◽  
International Studies ◽  
Learner Motivation ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
The Rich

This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

2021 ◽  
pp. 675-697
Author(s):  
Kathryn Jones ◽  
Jason R. Mixon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Practices ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Writing Process

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

2020 ◽  
pp. 47-75
Author(s):  
Kathryn Jones ◽  
Jason R. Mixon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Practices ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Writing Process

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks

2019 ◽  
pp. 316-332
Author(s):  
Isela Almaguer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mexican American ◽  
Teaching And Learning ◽  
English Language ◽  
Culturally Relevant ◽  
Language And Literacy ◽  
Hawaiian Culture ◽  
Linguistic Proficiency ◽  
Authentic Language

There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging pedagogy that actively involves them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further support them as global scholars. As such, parallels exist in literacy development across diverse people and cultures, specifically the Mexican American culture and the Native Hawaiian culture.

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