Incorporating Socially-Relevant Teaching Strategies in the Online TESOL Classroom

2022 ◽  
pp. 394-411
Author(s):  
Ziqi Li
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching Strategies ◽  
English Language ◽  
Linguistically Diverse ◽  
Class Discussion ◽  
Online Classroom ◽  
Authentic Materials ◽  
Multicultural Environment ◽  
Socially Relevant

Conducting online TESOL class is always both a challenge and opportunity for teachers to effectively support English language learners. Specifically, this study explores socially relevant teaching strategies to facilitate an engaging and equitable online classroom for educators with ELLs with diverse backgrounds. This research contains online language teaching strategies in the context of multicultural environment. Overall, three strategies are elaborated. One strategy is organizing whole-class discussion and various activity based on learners' cultural background. The second strategy is choosing and using socially relevant teaching materials with online technology, including neutral and authentic materials and giving learners timely prompts. The third strategy is counteracting inequitable relationships in society and in class, managing student emotions to create supportive relationships among students and the teacher. These strategies expand literature on how to conduct online program that are relevant and sustaining for culturally and linguistically diverse adult language learners.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Preparing Preservice Teacher Candidates for Educating Culturally and Linguistically Diverse Learners

2020 ◽  
pp. 76-103
Author(s):  
Alpana Bhattacharya
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Teacher Preparation Programs ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Preparation Programs ◽  
Linguistically Diverse Students

Over the past 30 years, the ethnic and racial representation of students in P-12 grades across the United States has shifted, with increasing number of students coming from households where a language other than English is used. Despite increase in the number of English language learners in recent years, many education stakeholders are of the position that the academic learning of culturally and linguistically diverse students has not been addressed effectively. Teacher preparation programs therefore are compelled to reimagine their curriculum for preparing teachers to educate diverse learners.This chapter describes a teacher preparation course focused on preparing preservice teachers to teach culturally and linguistically diverse students in secondary school grades. Culturally and linguistically relevant practices drawn from course assignments and clinical experience are described as approaches for preparing teachers to teach culturally and linguistically diverse students, specifically the English language learners.

scholarly journals Teacher Preparedness for a Changing Demographic of Language Learners

2011 ◽  
Vol 28 (2) ◽  
pp. 105 ◽  
Author(s):  
Nina Lee Webster ◽  
Angela Valeo
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Teacher Preparedness ◽  
Knowledge And Beliefs

English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.

Learner-Initiated Language Learning Through Social Media Sites (SMSs)

2020 ◽  
pp. 69-88
Author(s):  
Rashad Ali Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Native Speakers ◽  
Authentic Materials ◽  
English Speaking ◽  
New Research

Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and were aware of their language-related benefits. The participants reported that social media sites were helpful for building various aspects of their English proficiency but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, and Twitter.

Supporting vocabulary development in a culturally/linguistically diverse family

2021 ◽  
pp. 146879842199553
Author(s):  
Ann Anderson ◽  
Jim Anderson
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
Adult Child ◽  
Linguistically Diverse ◽  
Literacy Learning ◽  
Book Reading ◽  
Language And Literacy ◽  
Vulnerable Communities

Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanings in two shared reading sessions. Results indicate the father enacted a number of strategies including: verbal explanations; providing verbal explanations and pointing to the relevant illustration; referencing the child’s previous experiences; and using demonstration and gesture. The findings challenge some of the assumptions about immigrant families and families living in “vulnerable” communities, as well as the role of fathers in young children’s language and literacy development.

scholarly journals Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Waheeb S. Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Academic Benefits ◽  
Language Classrooms

The growing popularity of authentic materials provides English language teachers with more resources to practice the real language in language classrooms (Guo, 2012). However, integrating these types of reading materials can be difficult and time-consuming even though there are many benefits to using them to teach language learners how to read. Real-life based texts, which are not specifically designed for educational purposes have been recognized by many educators to be effective and interesting materials. The purpose of this study was to explore language learners’ perceptions about the benefits and challenges of using authentic materials in English reading classes. The study involved 16 adult English language learners enrolled in an intensive English program. Observations of reading classes and semi-structured interviews were used to collect the data. Results indicated that the use of authentic materials leads to many social and academic benefits, such as increasing students’ motivation and their cultural awareness. Findings also suggest that the use of authentic materials are encouraged as they bring the sense of authenticity and reality to the language classrooms.

Teaching Reading to Culturally and Linguistically Diverse Elementary Students

2018 ◽  
pp. 196-214
Author(s):  
Nilufer Guler ◽  
Wendy Johnson Donnell
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Drop Out ◽  
Culturally And Linguistically Diverse ◽  
Ell Students ◽  
Drop Out Rate ◽  
Reading And Math

The number of English language learners is increasing rapidly in U.S schools. The academic success of these students is a national concern since ELLs lag behind their peers in reading and math, and they have high drop-out rate. Reading is one of the hardest topics for ELL students. This chapter analyzes some common reasons why ELLs lag behind their peers in reading classes, provides some solutions to overcome these challenges, and provides some implications to teach ELLs better for elementary teachers.

scholarly journals Pre-service education : preparing teachers for english language learners in the classroom

2021 ◽  
Author(s):  
Nina Lee
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Initial Step ◽  
Structured Interview ◽  
Knowledge And Beliefs ◽  
Faculties Of Education

English language learners (ELLs) in classrooms is becoming a common occurrence with Ontario's escalating immigration trends. This influx pressures teachers who encounter barriers and indadequate training for linguistically diverse needs. Teacher education has the potential to overcome these barriers through effective ELL training. This qualitative study explores current teacher preparation practices through pre-service teachers' (PT)perspectives. This study aims to address a Canadain literature void by exploring how prepared primary-junior PTs are to teach ELLs in Southwestern Ontario. Using a structured interview, six certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1)Faculties of Education. 2)PTs' Beliefs, 3)In Future Classrooms and 4)Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation.

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