bluuebunny/crossref_metadata_2025 huggingface dataset:
Assessing English Learners’ Language Proficiency: A Qualitative Investigation of Teachers’ Interpretations of the California ELD Standards
Authors: Llosa Lorena
Published: October 2024

This study investigates teachers’ use of the English Language Development (ELD) Classroom Assessment, an assessment of English proficiency used in a large urban school district in California. This classroom assessment, which consists of a checklist of the California ELD standards, is used to make high-stakes decisions about students’ progress from one ELD level to the next and serves as one criterion for reclassification. Ten elementary school teachers were interviewed and asked to produce verbal protocols while scoring the ELD Classroom Assessment of two of their students. Through six examples from the data, this paper shows that teachers do not interpret the ELD standards consistently and as a result the scores they assign on the ELD Classroom Assessment to different students have different meanings. The paper concludes by discussing several factors that might affect how teachers interpret standards and the implications of these findings for the use of standardsbased classroom assessments within a high-stakes accountability system.
Multicultural Children’s Literature as a Practice to Encourage Interest in Books and Reading With English Language Learners: A Participatory Study
Authors: Persiani Kimberly A.
Published: October 2024

This article examines the multiple in-class uses of multicultural children’s literature to develop interest in books and reading with English Language Learners (ELLs). Specifically, it focuses on using books to spotlight oral language development and using various types of stories to create an atmosphere for successful learning through authentic material. The article presents the design and results of an 8-week study with a group of third-graders in a San Francisco inner-city school setting, during which a series of multicultural children’s books were introduced, followed by dialogue reflection on the stories, which highlighted several key factors. First, the participatory research technique is identified as a significant factor in getting these children to engage in reading for critical reflection on their own lives, thus increasing students’ motivation to practice their oral language development and interest in books and reading. Additionally, the children’s perceptions suggest that they had not been secluded from the realities of their own worlds. They had, from such a young perspective, a clear understanding of how the dynamics of everyday life function, often generating solutions for given situations that revealed an unexpected maturity in their thinking and experience. Using multicultural children’s literature as the initial focus for dialogue helped the children move toward critical reflections on their own academic lives, viewing themselves as decision makers in their learning and empowering them with the courage to question the current mandated curriculum for English Language Learners.
What Not to Teach When Teaching Pronunciation
Authors: Toth Andrea
Published: October 2024

The most common type of pronunciation exercises found in current ESL textbooks are those that focus on the voicing variation of past tense endings, /t/ and /d/, and the voicing variation of plural nouns and third-person singular verb endings, /s/ and /z/. While these voicing variations are a reality in English, knowing about them and practicing them do not help ESL students improve their pronunciation. The following article provides both linguistic and pedagogical arguments for excluding such exercises from ESL curricula because such exercises have a tendency to confound students, who often are already overwhelmed with the quantity of information they must master in the target language, and instructors who may have minimal training in the phonology of English and in the teaching of pronunciation.
How to Conduct a Critical Discourse Analysis of a Text: A Guide for Teachers
Authors: Case Rod E.
Published: October 2024

In spite of the increasing emphasis on the role that racial, social class, and gender issues play in second language acquisition and ESL instructional research, little has been written on how to identify or analyze such issues in current ESL texts. This article answers that call in the literature. Drawing on examples from two popular ESL texts, this article presents a method organized around the concept of critical language awareness (CLA) for conducting a critical discourse analysis of ESL texts. Implications for practice reveal how completing a critical discourse analysis of a text can offer teachers valuable information on how to deepen instruction on issues around race, class, and gender.
Metacognitive Reading Strategy Awareness of ESL and EFL Learners
Authors: Anderson Neil J.
Published: October 2024

This paper examines differences between first- and second-language reading strategies as well as differences between English as a Second Language (ESL) and English as a Foreign Language (EFL) reading strategies. Two versions of the Survey of Reading Strategies (SORS) (Sheorey and Mokhtari, 2001) were distributed to 396 learners of English. Two hundred sixty of the learners were studying EFL at the Centro Cultural Costarricense Norteamericano (CCCN) in San José, Costa Rica. The remaining 136 were studying in an ESL environment at the English Language Center (ELC) at Brigham Young University in Provo, Utah. The first version of the SORS asked the respondents to answer the questions based on their use of metacognitive reading strategies in their L1. The second version asked them to respond to the questions based on their use of metacognitive reading strategies in their L2. Participants also completed a background questionnaire. Similarities and differences between learners’ use of reading strategies in their first and second languages as well as similarities and differences between the instructional environments are addressed. The results of this study provide helpful insights for teachers of reading to improve classroom instruction.
Teaching Spanish Readers to Read in English
Authors: Birch Barbara
Published: October 2024

This article presents linguistic and applied psycholinguistics information that can help teachers teach Spanish literate ESL/EFL learners to read English more effectively. It describes the starting point, or the learner’s existing knowledge state, if the learner is a successful reader in Spanish. The knowledge and strategies for reading Spanish are outlined, a few of which transfer to English reading. It then describes the ending point, or the learner’s knowledge state that is necessary to be an expert English reader. The knowledge and low-level strategies for reading in English are not the same as those needed for Spanish reading; therefore the transition between literacy in Spanish and literacy in English may not proceed automatically. The article then briefly describes the learning stages that the Spanish-to-English learner traverses, and the implications for ESL/EFL methodology, curriculum, and materials.
Teaching Workers: Learner-Centered Instruction for English Acquisition and Social Change
Authors: Licht Ellen , Maher Beth , Webber Alison Ascher
Published: October 2024

This paper explores a learner-centered approach to ESL instruction with immigrant workers. Staked in three different ESL contexts—community-college noncredit, union-based, and workplace settings—the authors discuss three components of the learner-centered approach: instructors taking an inquiring stance with their students, students’ lives and experiences as material for the class, and community-building in the classroom. They explore how this approach simultaneously works to enhance language learning as well as to provide the skills required to navigate and change for the better the power and cultural structures in which our students live and work. Specific classroom examples are given to illustrate the three components. Finally, common obstacles to this approach are discussed along with strategies for overcoming them.
A Learner-Centered Approach to Standards-Based Teaching and Assessment: The EFF Model
Authors: Stites Regie
Published: October 2024

This paper addresses the potential for integrating standards-based and learner-centered approaches to adult ESOL instruction. This paper contains a brief scenario of classroom teaching and assessment using the Equipped for the Future (EFF) approach to standards- based, learner-centered teaching and assessment. This is followed by a discussion of qualities that assessments should have so that they can provide useful information for educational improvement within an approach that is both learner-centered and standards-based. The paper also provides a sample of standards-based performance-level descriptions (using the EFF standard Listen Actively as an example) and describes how adult ESOL instructors might use a standards-based assessment framework such as the EFF standards and performance levels as a guide for learner-centered teaching and assessment.
Student Perceptions of Classroom Technology
Authors: Sokolik Maggie
Published: October 2024

A generational difference between instructors and students exists with respect to technology. While instructors focus on curricular and learning issues, the current generation of students, in general, has never known a world in which the Internet and computer technology do not dominate information gathering and understanding. Students have grown to expect that computer technology will be part of a system of learning. This paper presents the results of a questionnaire in which 11 students in a university writing class were asked about their perceptions of technology use, the difficulties and benefits, and the ways in which their learning might be enhanced by better uses of technology.
Technology and the Teaching of Oral Skills
Authors: Chan Marsha
Published: October 2024

This article is a personal statement of the ways in which technology has affected the author’s teaching of oral communication skills. Both low-tech and high-tech means are presented. She begins with the use of simple household devices as visual and kinesthetic aids, describes how readily audiotape and videotape can be used for receptive and productive skills development, and outlines how comprehensively an interactive language lab can contribute to oral skills development. She explores the benefits of accessing sound files on CD-ROM, in presentation software, and on Web pages. She introduces the telephone and voice mail for oral practice and illustrates the advantages of using voiced email for oral development and assessment. The author concludes with a description of the ways technology has affected her teaching overall. She lists the downsides of using technology and closes with the opportunities that technology has brought her students.
Electronic Discussion Forums and English Learners
Authors: Jewell Mary
Published: October 2024

This article describes the benefits of using asynchronous computer- mediated communication (CMC), specifically discussion forums, with second language learners. Students have been shown to contribute more, and at a higher level of linguistic complexity, to CMC discussions than in face-to-face situations. Further, participation is more equitable among students, and less instructor-controlled, in this type of discourse than in a normal classroom setting. The asynchronous nature of the discussion forum allows users to read the postings without the pressure to respond immediately and provides a transcript of the conversation for conference or evaluation purposes. The article also discusses the author’s use of a CMC discussion forum in her high school English as a Second Language class. Student postings and reflections are included. A list of free educational Internet forums is also provided.
“Don’t We Write Today?” Children’s Writing and Their Attitudes About Writing in the Looking Glass Neighborhood
Authors: Cortese Antonella
Published: October 2024

Children typically come to the classroom with a vast amount of knowledge about how to communicate thoughts and ideas. Classroom activities encourage them to use oral communication skills to explain and express feelings and opinions about their everyday lives, including events unique to their cultural and linguistic backgrounds. And although children come to school knowing what writing is used for, what it looks like, and how it is used in different contexts, it is often taught in a way that does not acknowledge what children bring with them into the classroom. This study looks at the results of an attitude survey, a number of children’s writing samples collected over a two-year period, and transcripts of interviews with children exploring their feelings about writing and their writing abilities. Findings illustrate that children do know what it means to be a good writer and why it is important. Additionally, children have opinions about the writing they do both in school and after school. We hope that our results will add to the continuing discussion of the ways educators introduce writing to their students, as well as how they perceive their students as writers.
Transforming Teacher Practice and Facilitating ESL Students’ Learning of Mathematics: A Collaborative Project
Authors: Wlazlinski Mae Lombos
Published: October 2024

This paper describes a professional development model aimed at improving the language skills of English Language Learners (ELLs) while they acquire grade level appropriate mathematics skills specified by the state standards. A university professor, a Mathematics/ESL Lab teacher, and a middle grades Mathematics teacher worked as a team to specify teaching and learning outcomes and redesign their lesson plans to include language-building activities using mathematics core content. While students’ test scores and journal entries provide insight into their learning of both language and mathematics, teachers’ journal entries provide insight into the transformation of their practice and their new perception of their roles as both language and mathematics teachers.
At What Price Success?: The Academic Writing Development of a Generation 1.5 “Latecomer”
Authors: Frodesen Jan
Published: October 2024

This article examines the special academic language challenges of second language (L2) learners who enter U.S. schools as adolescents through a case study of a female Taiwanese immigrant. It describes her English language learning history, her performance on a university writing placement test, and her subsequent writing development and academic progress at a four-year university. The study considers social and educational contexts of learning that may hinder literacy development, both oral and written. It underscores the importance of providing English language learners ample opportunities for meaningful, negotiated interaction and extended discourse production in secondary classrooms, both English as a Second Language (ESL) and mainstream.
Promoting Generation 1.5 Learners’ Academic Literacy and Autonomy: Contributions from the Learning Center.
Authors: Destandau Nathalie , Wald Margi
Published: October 2024

This article explores the ways in which learning centers contribute to the development of Generation 1.5 students’ academic literacy beyond the classroom. Using specific examples of tutoring sessions and tutor training activities, the authors demonstrate how Generation 1.5 students can benefit from an articulated learning center pedagogy that promotes skill development, metacognitive awareness, and student autonomy.
Teachers’ Perceptions of the Supports and Resources Needed to Prepare English Language Learners for the Future
Authors: Fisher Douglas
Published: October 2024

A survey of elementary school teachers in Southern California was conducted by mail to identify their perceptions of supports and resources that were necessary and available for the education of English language learners (ELs) within their classrooms. A total of 306 usable surveys was returned (61%). The findings indicated that while many resources were available, others such as materials, training, access to paraprofessionals, support for release time for meetings, parental support, and contact with bilingual educators were less available. Future professional development activities for teachers serving ELs can be successful if they take into account these perceived needs of teachers.
Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language..
Authors: Amin Nuzhat
Published: October 2024

In this article, the author argues that the “native speaker of English” concept is a linguistic manifestation of nativist discourses that construct visible minority immigrant women in First-World countries as being nonnative to the nation state and, thus, as being nonnative speakers of English. This study is based on the experiences of eight minority immigrant women who have taught English as a second language (ESL) to adults in Toronto, Canada. The article explores the teachers’ encounters with native speaker ideologies and recounts how they negotiated challenges in the classroom. Using data from the study, the author raises questions about the validity of the native speaker model that is used in ESL programs and suggests that the native-nonnative speaker dichotomy be dismantled, and the native-speaker norm be reconceptualized.
Autonomy and Collaboration in Teacher Education: Journal Sharing Among Native and Nonnative English-Speaking Teachers
Authors: Matsuda Aya , Matsuda Paul Kei
Published: October 2024

This article presents a successful case of collaborative teacher development that draws on the diverse backgrounds of emerging teachers, including their native languages. Specifically, the article focuses on the use of electronic dialogue journals as a way of facilitating autonomy and collaboration in teacher education. The roles of teacher educators in facilitating greater autonomy and collaborative relationships between native and nonnative English-speaking teachers are also discussed.
Collaboration Between Native and Nonnative English-Speaking Educators
Authors: de Oliveira Luciana Carvalho , Richardson Sally
Published: October 2024

Although most educators recognize the benefits of collaboration with other colleagues, many may not be aware of the numerous benefits attained by collaboration between native and nonnative-speaking educators. In this article, the authors discuss these benefits, beginning with a history of their collaborative relationship that began in graduate school and has continued for several years. They discuss both their individual differences and similarities that have contributed to their relationship and enhanced their understanding of their students, their ability to teach more effectively, and their professional lives. Lastly, the authors conclude with recommendations for how others can establish and maintain a lasting collaborative relationship.
Diary Studies: The Voices of Nonnative English Speakers in a Master of Arts Program in Teaching English to Speakers of Other Languages
Authors: Lee Elis , Lew Loren
Published: October 2024

This study analyzes the diary entries of four nonnative English-speaking (NNES) students enrolled in a master of art’s (MA) program in teaching English to speakers of other languages (TESOL) in Southern California. A qualitative analysis of the diary entries shows that, in spite of the differences in the participants’ background in English language learning, length of U.S. residence, and professional goals, there are four common themes in the diaries: (a) feeling language anxiety, (b) coping with feelings of inferiority, (c) coping with their language needs, and (d) bringing strength to the TESOL program. The study shows that the students experienced language anxiety but were able to use coping mechanisms to overcome difficulties. At the same time, this study highlights the strengths that these NNES students brought to the MA TESOL program in which they were enrolled.
Issues in Hiring Nonnative English-Speaking Professionals to Teach English as a Second Language
Authors: Flynn Kathleen , Gulikers Goedele
Published: October 2024

This article discusses issues that influence the job search of nonnative English speaking (NNES) teachers in the U.S. Recent publications (Medgyes, 1994; Tang, 1997; Thomas, 1999) have shown that NNES teachers encounter discriminatory practices in employment because neither employers nor applicants grasp all the issues involved. Using the resolution from the organization Teachers of English to Speakers of Other Languages (TESOL) on NNES teachers and hiring practices (“A TESOL Statement,” 1992) as a basis, this article will present a set of guidelines for administrators and NNES applicants to improve employment opportunities. The authors, themselves community college administrators, discuss factors that account for the attitudes of administrators, English as a second language (ESL) learners, and NNES job applicants.
A Framework for Understanding Crosscultural Issues in the English as a Second Language Classroom
Authors: Buckley Linda Callis
Published: October 2024

English as a Second Language (ESL) teachers often assume that they deal with the issue of culture simply because many cultures are represented in their classrooms. However, the specifics of how cultures vary and how that variance impacts teaching are rather vague in the current TESOL literature. This article presents a framework for understanding cultural variation and suggests further research applications for the framework.
Negotiating Intercultural Identities in the Multilingual Classroom
Authors: Cummins Jim
Published: October 2024

Schools with large numbers of bilingual and multicultural students are sites where intercultural communication is the norm. This communication is never neutral with respect to societal power relations. In varying degrees, the interactions between educators and students either reinforce or challenge coercive relations of power in the wider society. These interactions involve a process of negotiating identities that are enmeshed in complex relations of power and status that reflect historical and current realities. In the wake of Proposition 227, a challenge for educators is to minimize the impact that is potentially disempowering and resulting from the “official” rejection of students’ languages and cultures. This is not only a technical issue of how to implement appropriate forms of literacy and content instruction when students have weaker language skills. It is equally or more a question of how to create within the classroom and school an interpersonal space that affirms students’ developing sense of self. The framework presented argues that student success or failure is determined largely in the process of identity negotiation between teacher and student. In order to promote academic success, it is necessary to establish school-based language policies that articulate the ways in which affirmation of identity will be achieved both in the classroom and school as a whole.
Promoting Collaboration: Using Computer-mediated Communication Tools in the Practicum Course
Authors: Kamhi-Stein Lía
Published: October 2024

The traditional MATESOL practicum course involves placing teachers-in-preparation under the supervision of mentor teachers. While this arrangement allows individual teachers-in-preparation to develop a strong relationship with their mentor teachers, it often prevents them from engaging in a collaborative relationship with their peers. This paper describes how computer-mediated communication (CMC) tools have been integrated in a practicum course in order to promote peer support and collaboration. The paper concludes that the integration of CMC tools into the practicum course allows teachers-in-preparation to give and receive such support, to assume more responsibility for their own learning, and to be provided with increased opportunities for self-paced learning.
A High-School/University E-mail Partnership Project
Authors: El-Wardi Rita , Johns Ann M.
Published: October 2024

In this paper, two ESL teachers describe their attempts to encourage student mentoring, reading, and writing through a cross-institutional e-mail project. Th eir assignments and student interactions as well as the successes and problems related to the project are discussed. Th e e-mail correspondence between two pairs of students and comments on the impact of the project on these and other students in the class are presented.
Asian International Students’ Preferences for Learning in American Universities
Authors: Galvan Jose L. , Fukada Yoshifumi
Published: October 2024

Th is study investigated Asian international students’ self-reported preferences for class performance and class participation and whether these preferences were related to their English ability and personality type. A sample of 121 students from three colleges and universities in Los Angeles was administered a three-part questionnaire that contained demographic, language- use, and English language profi ciency items; questions about their preferences for studying; and a personality scale used to classify the students as outgoing or reserved. Th e researchers found the data consistent with that of earlier studies, in which Asian students were described as passive, respectful of their teachers, and bound by the need to maintain group harmony. As expected, language profi ciency was found to aff ect many of the patterns described. Th e fi ndings for personality type were not as clear-cut and will need to be investigated further
Mishearings of Content Words by ESL Learners
Authors: Harada Tetsuo
Published: October 2024

Since the introduction of communicative language teaching, many listening materials have focused on the development of top-down listening skills, even though many ESL learners still have difficulty with bottom-up processing. Many of the standard listening materials deal with bottom-up phenomena such as assimilation, deletion, and insertion only for function words; there are no listening materials designed exclusively to train students to listen to content words, though many have variable pronunciations (e.g., restaurant > restaurant, suppose > suppose). This paper discusses prototypical mishearings of content words by Chinese (Cantonese and Mandarin), Korean, and Vietnamese speakers of English (n=18), based on the students’ written summaries of a university lecture and their subsequent performance on dictations of the segments that had given them difficulty in writing the summaries. All the mishearings were classified into four categories: (a) the phonological level, (b) the lexical level, (c) the syntactic level, and (d) the schematic level. Moreover, the hearing errors made at the phonological level were subdivided into substitutions, insertions, deletions, misperception of stress, and missegmentation. The paper also discusses what types of mishearings are most common in ESL learners’ listening and whether or not the frequency of each category above varies according to different first language backgrounds. Finally, this study addresses the pedagogical implications of the actual mishearing data from these ESL learners for listening instruction, arguing that ESL/EFL teachers should attend more systematically to bottom-up listening skills to help their learners more accurately process content words.
Results of the 1997 CATESOL College/University Survey
Authors: Eyring Janet
Published: October 2024

This article provides a reasonably accurate picture of the opinions, needs, and interests of CATESOL college/university level members based upon the results of a 1997 survey. As a whole, members work as part-time and full-time professors or instructors in one of the California college systems. Even though they perceive themselves as well trained to deal with L2 issues and have a great deal of contact with ESL students, members are dissatisfied with the lack of articulation with the other programs that deal with L2 learners on their campuses. As a whole, members actively participate in professional conferences, keep up-to-date in their reading of CATESOL publications, and are hopeful about the role of technology in the future. While able to identify a wide range of positive decisions, activities and programs on their campuses within the past five years, most respondents expressed the need for greater professional respect in their work settings as well as more support in providing curricular options and staffing.
Keys to Effective Peer Response
Authors: Yoshihara Karen
Published: October 2024

More and more ESL writing teachers are trying peer response to give students a wider audience for their papers and to encourage revision. However, in many cases students to not respond effectively, and little revision takes place. This paper discusses some of the problems with peer response and suggest how a clear role, specific tasks, thorough training, and clear accountability procedures can help foster more effective peer response.
How Relevant Is Relevance?: An Examination of Student Needs, Interests, and Motivation in the Content-Based University Classroom
Authors: Valentine, Jr. James F. , Repath-Martos Lyn Margaret
Published: October 2024

This article reports on two ethnographic studies that investigated student motivation in content-based ESL classrooms at a major U.S. university. The ESL population studied included immigrant and international students who were enrolled in the advanced level of the university’s ESL service courses. The ESL course materials consisted of videotaped academic lectures from university content courses (i.e., history, communication studies) and excerpts from authentic course texts as part of an academic skillsbased instructional sequence. Students were motivated through attention/ interest, relevance, confidence, and satisfaction, according to a motivational theory of instructional design. Classroom observations and interviews as well as examination of existing documents revealed that relevance of ESL materials and tasks was indeed motivating to a wide variety of students but that the other aspects of motivation were of equal if not greater importance. These findings lead to the belief that skills-based ESL courses in content areas of high general interest, in which instructors emphasize the relevance of materials and tasks, can do much to enhance student motivation and academic achievement in both ESL and content course work.
Realbooks: Literature as Content in ESL Classrooms
Authors: Boretz Marianne , Colombo Gary , Friedlander Carl , Lapp Ron , Sotiriou Peter , Tchen Bernadette
Published: October 2024

ESL instructors at Los Angeles City College have developed a literaturebased curriculum for their intermediate and advanced students. This paper examines this curriculum as well as the theoretical premises which inform it. The theoretical support for teaching literature in the ESL classroom comes from a variety of sources: Stephen Krashen, Frank Smith, George Dillon, Hans-Georg Gadamer, and Augustine. This paper also examines the work of Brinton, Snow, and Wesche as well as Collie and Slater, who have directly addressed the classroom issue of literature as ESL content.Finally, this paper discusses how literary texts like Island of The Blue Dolphins, Rumble Fish, and The Red Pony are incorporated into the community college ESL reading and writing curriculum and ends with some insights derived from this literature focus. Questions which still need to be examined are discussed.
Barrier to Open Access in the Community College: The Effect of Unadapted Campus Written Material on Participation of Nonnative Speakers
Authors: Gearhart Sally
Published: October 2024

Recognizing the impact of the changing population on the community college campuses of our nation and the requirement for more attention to the special linguistic needs of nonnative speakers, the author proposes that campus-produced publications and written materials be adapted to encourage and facilitate equal access for all. The author further argues that recruitment, participation, and retention of nonnative speakers can be fostered through not only modified campus-produced materials, but also more explicit registration and support-service procedures. The focus is on adaptation of materials by trained staff in lieu of the provision of bilingual or multilingual materials. A list of recommendations is included.
The Effects of Peer and Self-Feedback
Authors: Berger Virginia
Published: October 2024

Recent studies of the writing process have confirmed the pervasiveness of revision and the complexity of skills required to revise successfully. Teachers and researchers, looking for ways to improve revisions, have examined the effects of feedback from teachers, peers, or self on this process, but studies juxtaposing these feedback sources have not determined conclusively which is the most effective. This study, conducted by a community college classroom teacher, was implemented to examine the effects of peer versus self-feedback on (a) the number and kind of revisions ESL students make and (b) their attitudes toward feedback and revision processes. The subjects of this study were 54 multilingual ESL students at Grossmont College, San Diego. Data for the research were collected from drafts of two student essays, writing questionnaires, and feedback evaluation forms. The results suggest that peer feedback is more effective than self-feedback in number and types of revisions students make and that more students prefer peer feedback.
A Critical Hermeneutic Analysis of Foreign Language Teaching: Implications for Teachers in the People’s Republic of China
Authors: Herda Ellen A.
Published: October 2024

Interpersonal relationships are established among teachers and students in education settings. This phenomenon takes on special meaning in a foreign language classroom, particularly for overseas teachers. Learning a new language brings new knowledge and new possibilities into students’ lives. Understandings experienced and gained in these classrooms go beyond linguistic comprehension and social activity to the very being of the person. Understanding is not something grasped or possessed. Rather it is a mode of our existence in the world. This dynamic aspect of foreign language teaching is of critical importance when Western teachers work in a country that follows a very different ideology from their own. The students in China bring their own history and worldview to the learning of English. It is the foreign teacher’s responsibility to not only help a student learn new concepts and language but also learn how to live out a meaningful life in a country that places expectations on students arising from very different political beliefs.
The Comparative Effectiveness of Word Lists and Video-Graphic Cues on University Level ESL Students’ Vocabulary in Context Learning
Authors: Devenney Raymond
Published: October 2024

Using a posttest-only control group design, this study evaluated the role of instruction and compared the effectiveness of two methods of presentation—word lists and video-graphic cues—on the university-level second language students’ (N = 64) ability to guess the meaning of unfamiliar lexical items contained in a videotape of an academic lecture. Subjects were randomly assigned to four treatment groups and told they would be tested after viewing the lecture on vocabulary items only. The first experimental group (VIDEO-GRAPHIC) saw a version of the tape on which computer-generated textual cues appeared. These video-graphic cues resembled closed captioning. Vocabulary items appeared on the videotape as the lecturer said the word and remained visible while the speaker gave the contextual clue to the word’s meaning. The second experimental group (WORD LIST) saw the same lecture without the visual cues. Both experimental groups received a list of the vocabulary items on which they would be tested after viewing the lecture. These words were listed in the order they would come up during the lecture. The subjects in both experimental groups also received instruction in guessing word meanings from context. The third treatment group (INSTRUCTION) received only this instruction in guessing; they did not see the video-graphic cues nor receive a word list of vocabulary items. The last group (CONTROL) saw the videotape without text and received neither a word list nor instruction in guessing. After viewing the lecture, the subjects were tested on the vocabulary in context items contained in the academic lecture. A one way analysis of variance (ANOVA) and Tukey’s Honestly Significant Difference Test (HSD) indicated that the subjects in the video-graphic group scored significantly higher (p<.05) on the vocabulary test than the students in the word list group and that both groups scored significantly higher than the instruction-only and control groups (p<.05).
Extensive Reading through Sustained Silent Reading: Developing Comprehension in Adult Learners
Authors: Lipp Ellen
Published: October 2024

This article discusses an adjunct Sustained Silent Reading Program (SSR) in which getting satisfaction from reading and developing a better attitude toward reading are the goals. When doing SSR, student self-select books from a collection and read them. They also write journal entries, prepare oral and written book reports, and talk about books that they are reading. They receive recognition for the books they finish. While it is the student’s task to read and read a lot, it is the ESL program’s task to provide a variety of interesting books that students can understand.
Models for Content Based Curricula for ESL
Authors: Celce-Murcia Marianne
Published: October 2024

This paper defines and illustrates content-based language teaching in the ESL context. Some good programs are cited as examples, and the reader is given an introduction to the theoretical and practical motivations of content-based ESL, along with some notion of who the principle innovators are. Three content-based models (theme-based, adjunct, and sheltered) are presented in some detail. Since content-based ESL fits so well with current principles of communicative second language teaching, the author argues that content-based ESL, tempered with judicious use of humanistically motivated experiential activities, will be the major approach to formal ESL instruction at all levels in the near future.
A Hierarchy of Student Expectations
Authors: Kallenbach Helen M.
Published: October 2024

This paper is an examination of expectations which ESL students bring with them to a university setting. International, or foreign, students arrive in this country with certain expectations which may or may not be realistic. As students learn to adapt to their new surroundings (physically, emotionally, and academically), these expectations and the degree to which they are met can play an important role in the students’ academic success. Teachers should be able to recognize the various types of student expectations and be sensitive to their effects on students. This paper draws an analogy to Maslow’s hierarchy of needs while identifying and illustrating five hierarchical levels of student expectations. In addition, it offers suggestions to teachers for dealing with problems that can arise when these expectations are not met.
ESL Writing Assignments: Student Preferences
Authors: Hafernik Johnnie Johnson
Published: October 2024

Each term teachers of academic writing, either for native speakers of English or nonnative speakers, must determine what topics to assign and how best to help students acquire the skills needed for college writing. In making these determinations, instructors often overlook or underestimate student preferences. This paper reports the results of a survey of student preferences regarding the type of topic assigned and the amount of freedom allowed in choosing a topic. The survey was administered to 168 ESL students enrolled in composition classes at the University of San Francisco in 1984, 1985, and 1987. The results suggest that students prefer controlled assignments based on previous classwork.
Changing Models for Writing Instruction: Helping ESL Writers Develop a Sense of Audience.
Authors: Roy Alice M. , Mano Sandra
Published: October 2024

This article reviews the history of the popularity of the modes of discourse (narration, description, and so on) and shows the change in focus in composition from the modes to the rhetorical situation, with an emphasis on audience. Letter writing is a pedagogical strategy that draws students’ attention to the need for consideration of audience. Letter writing activities in writing classes at California State University, Los Angeles; University of California, Los Angeles; and the University of Southern California informally illustrate the benefits of this rich communicative activity for both native and nonnative students of writing. This approach is suggested, not as an alternative to academic writing, but as an entrance into the rhetorical situation of academic discourse.
Demographic Trends and Student Progress in the San Jose City College ESL Program, 1982-1987
Authors: Gosak Alice
Published: October 2024

In the past 10 years immigrant ESL students have become a growing presence on community college campuses throughout California. Because the need for ESL was at first regarded as temporary and because its growth has been so rapid, there has been little opportunity to assess the progress and prospects of students and programs. This study follows 1,000 students entering a credit ESL program over 10 semesters—from fall, 1982 to spring, 1987. It also examines the overall demographic trends of the program. Finally, it makes recommendations primarily to ensure equity in issues affecting ESL programs.
Postsecondary ESL Programs in California: A Profile
Authors: Fox Karen L. , Wiley Terrence G.
Published: October 2024

This article reports the results of a survey of postsecondary English as a second language programs conducted in spring, 1985 under the auspices of the National Association for Foreign Student Affairs (NAFSA), Region XII. Student demographics, preparation and compensation of faculty, staffing levels, placement testing procedures, number of levels and contact hours offered, and other programmatic data are compared for programs serving primarily nonimmigrant (visa) international students versus those serving permanent residents, refugees and other nonnative English speakers. Also discussed are administrative concerns such as academic credit, needs and priorities, program longevity, and budget control.
Tribunal Penal Internacional (TPI) - 20 Anos da Ratificação do Estatuto de Roma pelo Estado Brasileiro: Críticas e Reflexões
Authors: Marques Miguel Anegelo
Published: October 2024

Objetivo: Analisar se o Art. 5º, §4º da Constituição Federal (sua redação estabelece que o Brasil se submete à jurisdição do Tribunal Penal Internacional (TPI) a cuja criação tenha manifestado adesão), está ou não sendo cumprido.

Metodologia: Este estudo foi realizado mediante uma abordagem indutiva, por meio do entendimento de conceitos jurídicos e de ampla pesquisa bibliográfica, com objetivo exploratório e conclusivo.

Resultados: O estudo conclui que a demora do Congresso Nacional em aprovar o Projeto de Lei nº 4.038/2008 (apensado ao Projeto de Lei nº 301-A/2007), que “dispõe sobre o crime de genocídio, define os crimes contra a humanidade, os crimes de guerra e os crimes contra a administração da justiça do Tribunal Penal Internacional, institui normas processuais específicas, dispõe sobre a cooperação com o Tribunal Penal Internacional, e dá outras providências”, assim como a inércia da República Federativa do Brasil de ratificar as Emendas de Kampala (2010), que regulamentaram o crime de agressão, violam o texto constitucional brasileiro.

Contribuições: Trata-se de discussão de grande relevância, visto que chama atenção para a necessidade de sanar omissões importantes e, com isso, contribuir para a consolidação de um sistema internacional de justiça criminal, permanente e efetivo.

Palavras-chave: Tribunal Penal Internacional. Princípio da Complementaridade. Emendas de Kampala.
O suborno transnacional como crime de lesa humanidade: uma análise da resolução A/C.6/77/L.4 da AGNU e a possível (in) adequação ao artigo 7º do estatuto de Roma
Authors: Baqueiro Fernanda Ravazzano Lopes , Oliveira Filho João Glicério de , Silva Leonardo Ribeiro Bacellar da
Published: October 2024

Este artigo tem por objetivo discutir se o crime de suborno transnacional pode ser considerado crime de lesa humanidade, bem como se seria possível sua adequação à figura típica descrita no artigo 7º do Estatuto de Roma. Para tanto, o artigo irá se utilizar do método hermenêutico, buscando, através da revisão bibliográfica, análise legislativa, documental, e se valendo de precedentes do Tribunal Penal Internacional da Ex-Iugoslávia e do TPI, com uma abordagem qualitativa, questionar se a consideração do suborno transnacional como crime de lesa humanidade seria possível, e se sua tipificação estaria de acordo com o Estatuto de Roma. Ao final, pretende-se também discutir os limites necessários à eventual configuração da conduta e a complementariedade da competência do Tribunal Penal Internacional, buscando não violar os princípios fulcrais do Tribunal, notadamente a legalidade e a complementariedade
Editorial-vídeo
Authors: Robichez Juliette
Published: October 2024

Editorial-vídeo
https://youtu.be/1KNyC6a0OUM
2330 Sayılı Nakdi Tazminat ve Aylık Bağlanması Hakkında Kanun Kapsamında İdarenin Sorumluluğu ve Tazminat Yükümlülüğü
Authors: kaya deniz
Published: October 2024

Bu çalışmamızda, idarenin kusurlu ve kusursuz sorumluluğu ile kusursuz sorumluluk ilkeleri üzerinde kısaca durulduktan sonra idarenin mesleki risk kapsamında kusursuz sorumluluğuna ilişkin olarak çalışanların görevlerinden kaynaklı uğradıkları zararların tazimini açısından özel yasal düzenlemelerden birisi olan 2330 sayılı Nakdi Tazminat ve Aylık Bağlanması Hakkında Kanun’un amacı, kapsamı ve işbu kanun uyarınca idarenin sorumluluğu ve tazminat yükümlülüğü açıklanmıştır. Ayrıca bu kapsamda idarenin yükümlülükleri açısından nakdi tazminat ödenmesi, aylık bağlanması ve eğitim ile sağlık yardımlarından yararlanılabilmesi için gereken şartlar belirtilmiş, başvuru mercileri gösterilmek ve uygulamadan örnekler verilmek suretiyle konunun izahatı yapılmıştır. Bununla birlikte idare tarafından re’sen ilgili haklardan, hak sahiplerinin yararlandırılmaması halinde idareye ilgili kişiler tarafından yapılması gereken başvuru ile başvurunun ilgili idare tarafından kısmen veya tamamen reddi halinde başvurulabilecek yargısal süreç hakkında bilgi verilmiştir. Yine her ne kadar idare tarafından nakdi tazminat ödemesi yapılsa da çoğunlukla ilgili ödemenin gerçek zararı karşılamaktan uzak olması nedeniyle, ilgililerin ayrıca idare aleyhine maddi ve manevi tazminat hakkı ile müracaatta bulunabilmesine dair izahata yer verilmiştir.