A Review of the Literature on Teaching Academic English to English Language Learners

2014 ◽  
Vol 84 (3) ◽  
pp. 446-482 ◽  
Author(s):  
Patricia A. DiCerbo ◽  
Kristina A. Anstrom ◽  
Lottie L. Baker ◽  
Charlene Rivera
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Academic English ◽  
Review Of The Literature

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

scholarly journals Improving written communication among English language learners

2018 ◽  
Vol 2 (1) ◽  
pp. 63-68
Author(s):  
Robert Cadwell ◽  
MJ Outcault Hill
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Subject Matter ◽  
English Language ◽  
Written Communication ◽  
Academic English ◽  
Short Article ◽  
Specific Subject ◽  
Ell Students

Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.

scholarly journals Adolescent ELLs Improve Their Academic English while Learning about the UN Online

Languages ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Miriam Eisenstein Ebsworth ◽  
Chencen Cai ◽  
Lauren McCoy
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Instructional Materials ◽  
Public High School ◽  
Academic English ◽  
Action Research Project ◽  
Design Data

This action research project aimed at evaluating and revising Actionthroughwords (ATW), an online course on language learning through content for high school English language learners. Our multifaceted purpose is to help English language learners in an English language arts class to enhance their academic English language and literacy, while learning online about the work of the UN for health and peace worldwide. A teacher and nineteen students in a public high school bilingual program acted as learner-consultants, with a shift of learners’ roles to one of authority and engagement. Using a mixed design, data came from questionnaires, classroom observation, and interviews with the teacher and eight of her students. All participants responded affirmatively to the ATW site and expressed appreciation not only for the content but also for focused activities to enhance vocabulary development and grammatical awareness. Results showed students’ view of the UN was somewhat positive to begin with and became more positive over time. Participants recommended revision of ATW to make content more accessible through scaffolding and first language support and to offer additional games and videos appropriate for teenagers’ interests and modes of learning. Differentiated instructional materials and strategies integrated with the school curriculum were also suggested for future implementation of the course.

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