scholarly journals Teachers’ Perspectives on Educational Research

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Karen Drill ◽  
Shazia Miller ◽  
Ellen Behrstock-Sherratt
Keyword(s):  
English Language Learners ◽  
Educational Research ◽  
Language Learners ◽  
English Language ◽  
Study Groups ◽  
Specific Content ◽  
The Past ◽  
Chicago Metropolitan Area ◽  
Research Findings ◽  
Teachers Perspectives

Based on two studies conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look to research in response to an immediate, pressing concern such as how to best teach fractions to English language learners (ELLs). Teachers also turn to research to address a specific content need, such as gathering information for an upcoming lesson. In terms of broader reviews of research, teachers sometimes review research they have used in the past, such as best practices for a particular topic or method. Finally, teachers may consult educational research when they participate in groups that use research findings to more broadly support their instructional practice (e.g., study groups, committees or courses on using research in the classroom).

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

scholarly journals WHERE LANGUAGE AND ENGINEERING MEET: FOSTERING EMERGING ENGINEERING IDENTITIES AMONG INTERNATIONAL ENGLISH LANGUAGE LEARNERS

2018 ◽  
Author(s):  
Keely Cook ◽  
Raveet Jacob
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Year ◽  
Student Identity ◽  
Specific Content ◽  
Language Courses ◽  
The Impact ◽  
First Lego League ◽  
International English

  Abstract –This paper explores the impact of incorporating discipline-specific content into a university pathways program designed for first-year engineering English language learners.  In an effort to increase feelings of connectedness and encourage the development of student identity for students who must complete the bridging program before beginning full-degree studies, a collaboration with First-Year Engineering, FIRST Lego League and the Engineering IDEAS Clinics began whereby students worked with instructors, professors, and students from the Engineering Faculty as part of their language courses.  Student motivation and sense of faculty connection increased through the integration of these discipline-specific assessments and activities, and, overall the students reflected positively on these experiences.  

Urban Elementary Teachers’ Perspectives on Teaching Science to English Language Learners

2009 ◽  
Vol 20 (3) ◽  
pp. 263-286 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera ◽  
Cory Buxton ◽  
Randall Penfield ◽  
Walter G. Secada
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Language Learners ◽  
English Language ◽  
Teaching Science ◽  
Teachers Perspectives

scholarly journals Emotional, Behavioral and Cognitive Engagement in Language Learning: The Experience of the Successful Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 337
Author(s):  
Mister Gidion Maru ◽  
Christin Natalia Pajow
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Silent Period ◽  
Structured Interview ◽  
British Council ◽  
North Sulawesi ◽  
Research Findings

This study aims at investigating and portraying learners’ engagement with language in the learning process. It further shares the influence of the engagement upon the success of language acquisition. This study is methodologically qualitative. The semi-structured interview is implemented based upon the attempts to elaborate seven main questions and several follow-up questions. The respondents are from Manado, North Sulawesi. They are learners whose score above 500 in TOEFL ITP or equivalence to IELTS above 6.0 as the qualification of successful English language learners. They took the test in different institutions such as the Golden Gate and the British Council. The data are then analyzed and interpreted in triangulation. The research findings showed that the engagement has shaped the success of the learners’ language acquisition. The engagement comes in the forms of emotional, behavioral and cognitive ones. Such engagements take place from the silent period to communicative competence period of acquisition. It is further found out that to ensure the success of language acquisition, the three models of engagement have to be persistently and consistently practiced and developed.

scholarly journals Strategies of Successful English Language Learners

2017 ◽  
Vol 5 (2) ◽  
pp. 25
Author(s):  
Cynthia Ayu Purnomo ◽  
Gunarso Susilohadi ◽  
Dewi Sri Wahyuni
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learning Problems ◽  
Data Display ◽  
Effective Strategies ◽  
Efl Context ◽  
Research Findings ◽  
Depth Interviews

<p>This article is aimed at reporting the research findings about learning problems and strategies used by a successful EFL learner although she has unfortunate conditions. The research was carried out in a high school in Boyolali. The sample of the research was one successful EFL learner with unfortunate conditions. Document analysis was based on learning achievements in Senior High School. It was used to determine the sample of the research. Meanwhile, in-depth interviews and observations were used to collect data about problems and strategies of the learner. The interviews were done with the learner, her English teachers, friends and parent. Data reduction, data display, conclusion drawing and verification were used to analyze the data. The analysis result shows that the learner uses some effective strategies for either solutions of problem or skills improvement. Besides, it can be seen that although the learner has some unfortunate conditions that may impede her to attain learning achievements in the EFL context, she shows that she is able to overcome her problems through strategy uses and become a successful EFL learner.</p><p align="left"> </p>

Does Cognitive Linguistics have anything to offer English language learners in their efforts to master phrasal verbs?

2002 ◽  
Vol 137-138 ◽  
pp. 205-231 ◽  
Author(s):  
Nora Condon ◽  
Peter Kelly
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
The Other ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
The Past ◽  
Difficult Area

Abstract Phrasal verbs are widely acknowledged as being a notoriously difficult area of language for learners of English. The tendency in the past has been to regard them as arbitrary items of language that must simply be learned by heart. As an alternative to the rote memorisation of random lists of phrasal verbs, the Collins COBUILD dictionary of phrasal verbs has set out its own approach. Yet another alternative can be found within the framework of cognitive linguistics. In this paper the two approaches are described and compared. We then set out and discuss the results of tests carried out with two groups of learners, where one group had used the Collins approach and the other a cognitive approach in order to learn phrasal verbs. The results point to the need for further research.

English Language Learners in U.S. Schools: An Overview of Research Findings

2005 ◽  
Vol 10 (4) ◽  
pp. 363-385 ◽  
Author(s):  
Fred Genesee ◽  
Kathryn Lindholm-Leary ◽  
William Saunders ◽  
Donna Christian
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Research Findings
Sign in / Sign up

Export Citation Format

Share Document