scholarly journals Leading with Blindfolds? An Exploration of ESL Teachers’ Awareness of Semantic Differences

2021 ◽  
Vol 6 (2) ◽  
pp. 10-20
Author(s):  
Blasius Agha-ah Chiatoh ◽  
◽  
Jude Kaki Chia ◽  
Keyword(s):  
Esl Teachers

STUDENTS’ ACCEPTANCE TO USING GRAPHIC NOVELS IN LEARNING LITERATURE (L2): A MALAYSIAN CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 43
Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus
Keyword(s):  
Mixed Method ◽  
Teaching And Learning ◽  
Graphic Novels ◽  
Graphic Novel ◽  
Mixed Method Study ◽  
Motivation To Learn ◽  
Esl Teachers ◽  
English As Second Language ◽  
Quantitative And Qualitative Methods

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

scholarly journals The Pragmatic Functions of Repetition in TV Discourse

2012 ◽  
Vol 10 (4) ◽  
pp. 445-460 ◽  
Author(s):  
Ghaleb Rabab'ah ◽  
Ali Farhan AbuSeileek
Keyword(s):  
Native Speakers ◽  
Natural Phenomenon ◽  
Esl Teachers ◽  
Language Functions ◽  
Pragmatic Analysis ◽  
Native Speakers Of English ◽  
Salient Features ◽  
Esl Learners ◽  
Tv Show ◽  
Interactional Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals Teacher and Student Evaluations of Project-Based Instruction

2002 ◽  
Vol 19 (2) ◽  
pp. 52 ◽  
Author(s):  
Gulbahar Beckett
Keyword(s):  
Second Language ◽  
General Education ◽  
Matter Content ◽  
Systematic Research ◽  
Esl Teachers ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Student Independence ◽  
Subject Matter Content

Project-based instruction has gained some popularity in general education and in second-language (L2) education. However, a review of the literature shows discrepancies between teachers' and students' evaluations of this activity. For example, general education teachers and students find that project-based instruction creates opportunities for in-depth learning of subject-matter content, which fosters student independence and problem-solving skills. However, English as a Second Language (ESL) teachers' and students' evaluations show mixed results. Although some anecdotal reports and one systematic research study show ESL teachers endorsing project-based instruction because it provides opportunities for comprehensible output and integrated language teaching, there is evidence that ESL students and at least one ESL teacher are frustrated by this form of instruction. These students felt that project-based instruction prevented them from learning from the teacher and textbooks and from focusing on language skills. The ESL teacher felt a loss of student respect and noted a drop in student attendance. These discrepancies are discussed from philosophical, cultural, and linguistic perspectives. Recommendations for research and pedagogy are proposed. For example, it is suggested that a framework be developed to aid ESL teachers in assisting their multicultural students to understand the benefits of project-based instruction in L2 learning.

Training efl/esl teachers for a peaceful Asia-Pacific region

2008 ◽  
Vol 9 (3) ◽  
pp. 344-354 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
Asia Pacific ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Esl Teachers
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