A Total Approach to the High School English-as-a Second-Language Program

1970 ◽  
Vol 4 (4) ◽  
pp. 361
Author(s):  
Jay Wissot
Keyword(s):  
High School ◽  
Second Language ◽  
High School English ◽  
Language Program

How teachers’ beliefs are in accordance with major SLA notions

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Wang Chaochang
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Instructional Practices ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Classroom Instruction ◽  
Classroom Observations ◽  
High School English ◽  
Teachers Beliefs

AbstractCurrent SLA theories have delivered important language-learning notions. This paper will report the results of a study into 64 high school English teachers’ beliefs about language learning and their instructional practices, with a focus on two of them. A questionnaire was developed on the basis of major tenets of second language learning and administered to the 64 participants. In addition, classroom observations and interviews were employed to explore the two focal teachers’ beliefs and their actual classroom instruction practices. Results show both consistencies and inconsistencies between the participants’ beliefs and major SLA notions and between the two focal participants’ beliefs and their classroom practices.

scholarly journals Proficiency Test of High School English Learners: A Case Study in Nayagarh Town

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Govinda Penthoi
Keyword(s):  
High School ◽  
Second Language ◽  
English Learners ◽  
Proficiency Test ◽  
Target Language ◽  
High School English ◽  
Economic Background ◽  
Back Ground ◽  
Made In

<div><p><em>An attempt has been made to evaluate the learn ability of English as a second language in two different kinds of instructions such as Oriya and English medium in high school stage. Information has been collected from the both Oriya and English medium schools. Some observations and generalizations made in order to arrive at conclusions. The result of the present paper says that, the students with better socio-economic back-grounds reveal better proficiency than that of the learners with low socio-economic background. To add to it, learners with good socio-economic back-ground get better exposure to the target language (i.e., English). However of learners of English medium schools have better proficiency than that of learners of Oriya medium schools.</em></p></div>

Troubling Fieldwork: When Critical Events/Incidents in Classroom Fieldwork Provoke

2018 ◽  
Vol 25 (2) ◽  
pp. 130-139
Author(s):  
Jennifer Sink McCloud
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Second Language ◽  
Critical Incidents ◽  
Emotional Responses ◽  
School Experience ◽  
Ethical Question ◽  
Critical Events ◽  
High School English ◽  
Internal Dialogue

In this autoethnography, I reflect on troubling fieldwork dilemmas I experienced while conducting qualitative research in a high school English as a Second Language (ESL) classroom. Here, I trouble—interrogate and raise questions about—two events involving JanCarlos, a student from Honduras. Using dialogue and reflexive internal dialogue, I present how the events were critical for him in that they altered the trajectory of his school experience and represented “critical incidents” in my research as they provoked emotional responses, interrupted my objective stance, and altered my interpretations. As I watched events unfold, I routinely asked the relational ethical question—“What should I do now?” In so doing, I critically reflect on fieldwork dilemmas and make transparent my position/power in creating knowledge.

Sign in / Sign up

Export Citation Format

Share Document