scholarly journals Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners

2020 ◽  
Vol 10 ◽  
pp. 35-61
Author(s):  
Carol Cochi ◽  
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Instructional Practices ◽  
English Language ◽  
Language Skills ◽  
Single Case ◽  
Vocabulary Instruction ◽  
Adult Esl ◽  
Oral Vocabulary ◽  
Listening And Speaking

The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

2021 ◽  
pp. 675-697
Author(s):  
Kathryn Jones ◽  
Jason R. Mixon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Practices ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Writing Process

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

2020 ◽  
pp. 47-75
Author(s):  
Kathryn Jones ◽  
Jason R. Mixon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Practices ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Writing Process

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

scholarly journals Learning Poetry: Attitudes and Challenges Faced by ESL Students

2020 ◽  
Vol 7 (2) ◽  
pp. 55-69
Author(s):  
Hafilah Zainal Abidin ◽  
Taufik Lock Kim Wai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Attitude ◽  
English Language ◽  
Language Skills ◽  
Esl Students ◽  
Selection Of

Learning literature, as part of the English Language Syllabus, has been practiced in many countries. In Malaysia, literature is incorporated as a component and an authentic means of learning the language with the hope that students acquire the desired language skills. However, poetry, one of the genres in the component, is the least favourable among students. This paper investigates students’ attitude towards learning poetry and the challenges they encountered learning poetry. Data from 120 respondents were collected through questionnaire and interviews. The findings revealed that the selection of texts for poetry in the literature component and teacher’s methodology play a role in cultivating students' interest in learning not only the language but also the context, culture, and values as well as inculcating a positive attitude towards learning poetry in second language acquisition.

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. 

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Omani English Language Learners' Perceptions of Interactive and Online Listening and Speaking Activities

2019 ◽  
pp. 137-158
Author(s):  
Melissa Rebekah Bodola
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Extracurricular Activities ◽  
English Language ◽  
English Language Teaching ◽  
Foreign Language Anxiety ◽  
Sultan Qaboos University ◽  
Group Of Seven ◽  
Foundation Program ◽  
Listening And Speaking

Online learning calls for a revolution in course development for English language teaching. This chapter examines the effects of interpersonal interaction, computer-mediated tasks, and podcasting on engagement in listening and speaking activities by exploring instruction that promotes fluent and accurate speech, in addition to the potential benefits of employing student podcasts as authentic listening materials. Fifty-one L1 Arabic English language learners (ELLs) from an intermediate English cohort of the Foundation Program for English Language (FPEL) at Sultan Qaboos University (SQU) in Oman responded to a 24-question online survey that addressed their perceptions of classroom-based and online listening and speaking activities. To further ascertain students' motivations, the researcher interviewed a focus group of seven learners from the cohort and examined willingness to engage in speaking activities inside the classroom and as part of extracurricular activities. Findings suggest an influence of foreign language anxiety (FLA) on participation.

Integrating Online Tools to Motivate Young English Language Learners to Practice English Outside the Classroom

2012 ◽  
pp. 184-192 ◽  
Author(s):  
Shelly Sanchez Terrell
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Older Learners ◽  
Young Learners ◽  
Online Tools ◽  
Study Results ◽  
Web Space ◽  
Listening And Speaking

Recent research shows that online tools such as: games, wikis, speaking avatars, and interactive stories can be a positive force for English Language Learners (ELLs). It also shows that when ELLs have access to online tools, they are motivated to practice English outside the classroom (Aydin, 2007; Colombo & Colombo, 2007; Son, 2007). Most of this research is undertaken with older learners. This case study attempts to determine if young learners are motivated to practice English outside the classroom if provided with access to various online tools managed via a wiki. A wiki is a free educational web space, which allows a number of people to work together collaboratively on documents with embedded elements and linking. The teacher interviewed parents and kept observational notes. The study results suggest that the online tools improve the listening and speaking skills of young learners.

scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

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