It is hypothesized that LEP students value their L1 more, demonstrate higher reading skills, and gain empowerment through modified two-way immersion classrooms when compared to classrooms that subscribe to intense English immersion as a means to replace native language and culture. The presenter reports on a study on video in the classroom, undertaken among intermediate ESL students within a university. Results were surprising. The video-watching group made significant gains in idiomatic English. Other results are outlined.
Audience members have ample time to engage the presenters in discussion.
Educators can structure a learning atmosphere where thinking about what happens in the learning atmosphere where thinking about what happens in the learning process will lead to greater learning. Developing metacognitive awareness leads to the development of stronger cognitive skills. Based on the multicompetence view that L2 users are different kinds of people from monolingual NSs, teaching might reanalyze its goal as creating successful L2 users, not imitation NSs, leading to more use of L2 role models and of the L1 in the classroom. The research methodology developed is discussed, and preliminary findings are shared with the audience. The presenter examines the effects of pretask and on-line planning on written narratives of L2 learners in terms of accuracy, fluency, and complexity.