esl education
Recently Published Documents


TOTAL DOCUMENTS

36
(FIVE YEARS 13)

H-INDEX

6
(FIVE YEARS 0)

Author(s):  
Xiaotian Wang ◽  

English as a second language (ESL) education refers to teaching non-native English speakers English as a second language. The number of English language learners (ELLs) is increasing in the United States in recent decades because of globalization, including immigrants, international students, merchants, refugees, etc. One of ELLs’ main characters is their various cultural backgrounds. Teaching and maintaining a diverse class within a safe learning environment can benefit students both now and in the future. In this case, understanding ELLs’ diverse cultures and knowing how to maintain ELLs’ cultural diversity is a significant consideration in American ESL education nowadays. This study reviews the cultural diversity in American ESL education by analyzing three New York elementary schools. The author summarizes some critical ways to maintain ELLs’ cultural diversity from four aspects: (1) the background of American ESL education and cultural diversity; (2) cultural diversity in school; (3) cultural diversity in family; (4) cultural diversity in communities. Finally, the study indicates the significance of connections among schools, families, and communities and identifies some difficulties when maintaining cultural diversity in education.


2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Kyle Munns ◽  
Barbara Brough

At the crossroads of ESL education and drama there lies a relatively unexplored issue facing schools. Little research exists proposing and examining the efficacy of pedagogy designed to serve students without an English-as-a-first-language background. Through the lens of Ontario’s education system wherein students of all language backgrounds are expected to learn together in subject classrooms, the impacts of existing ESL focused pedagogy were tested in this mixed environment. Using existing linguistic analysis techniques focused around rhythm and pause, the development of students’ performance of dramatic text who followed this pedagogy was measured against a control group in an attempt to ascertain whether this pedagogy has merit in the classroom, and what still needs to be done to create more inclusive and effective drama classrooms in the province of Ontario.


Author(s):  
Perla Barbosa ◽  
Wenjie Wang

The public education system in the United States has long been under assault from neoliberal educational reforms. Those reforms have been characterized by anti-democratic and homogenizing assessment methods and systems that reinforce the banking model of education. In this model, students learn to passively and uncritically consume the knowledge transmitted to them in school. In order to counteract the banking model, this research urged first-year, pre-service teachers (PSTs) in an Introduction with Internship in Bilingual/ESL Education college coursework to engage in a dialogic problem-posing pedagogy grounded in a Freirian perspective. PSTs conducted a mini research-based practicum (RBP) that was six weeks long and required a total of 24-hour field observations across local public elementary schools. The RBP framework consisted of a research question, a mini literature review, practicum observations, findings, a group-written report, and a group presentation. In this study, we analyzed the RBP process and data sources that responded to our guiding question: What counts as good teaching according to PSTs? The major findings included: (a) good teaching means relationship building, (b) good teaching starts with understanding the multiple roles of the teacher, and (c) good teaching is inclusive. We discussed the transformative moves that PSTs went through while engaging in a dialogic problem-posing pedagogy. Teacher-educators (TEs) can benefit from this study, as the viability of the transformative effects of a dialogic problem-posing pedagogy, along with its challenges and coping methods, were discussed.


Author(s):  
Nataliya Sura ◽  

The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.


Author(s):  
Mª del Carmen Trillo-Luque ◽  
María Josefa Vilches-Vilela ◽  
Belén Quintero-Ordoñez ◽  
Fernando Fuentes-Gómez ◽  
María Sánchez Dauder

The current outlook regarding the provision of educational services for students with high intellectual abilities has changed significantly in Spain. This has led to a greater visibility of these students in the educational environment and a greater awareness on the part of teachers of their existence. According to the literature, it is evident that this group of students needs curricular proposals that are coherent with their pace of learning. In this regard, a proposal is presented based on the results obtained in an ad hoc questionnaire on the perception that parents (N=45) have of the English as a second language (ESL) education received by their children. Initial indications reveal the need to promote the implementation of less traditional methodologies in the classroom that are more appropriate to the characteristics of high ability students. The use of Lesson Plan by SymbalooEDU, gamification, and m-learning with Escape Room are proposed as a teaching alternative.


2019 ◽  
Vol 36 (2) ◽  
pp. 68-90
Author(s):  
Ana Vintan ◽  
Tiffany L. Gallagher

The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la collaboration ainsi que le peu de temps disponible pour y arriver. Le tout a produit une collaboration limitée, informelle et superficielle. Les implications des constatations relatives aux meilleures pratiques de collaboration font l’objet d’une discussion. 


IJOHMN ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 68-79
Author(s):  
Dr. P. Bhaskaran Nair

This paper argues that it is high time that the teaching of ‘a language of opportunities’ got liberated from the rigid and restricted frame of institutionalized instruction with its fossilized curriculum, syllabus, materials, testing and evaluation and so on. Teaching-learning English must be made a democratic process, a social agenda, which leaves apace for societal intervention. It has been suggested here that those who had been marginalized so far as passive stakeholders, namely parents and public, too should be made active participants in the process of second language education, contributing to the process in their own way. The fifteen-year old search for such a holistic approach to ESL education has now reached a point at which a framework of some degree of definitude has been arrived at. This paper outlines (only) the theoretical framework currently being in use on a massive project in Kerala (south India) which aims at ‘empowering rural India through English language education’. The interim report of the progress of the project will be appearing as a sequel paper.


Sign in / Sign up

Export Citation Format

Share Document