The presenter investigates the effects of a whole language English course on Swedish university students and offers a model of whole language and its practical implementation in a foreign language classroom. Based on a research project, the presenter discusses the results of the study as well as the theoretical and practical implications. This colloquium presents a model for learner self-management and criteria to judge best practices, followed by examples of best practices and audience discussion. Game formats with listening, speaking, and reading tasks provide reinforcement in vocabulary, grammar, and mainstream content. Presenters express unique features of this teacher education model.
Presenters conclude with next steps in their research, based on analyses of collected data.
The work provides a rich opportunity to understand the relationship between teacher research in language teaching and student learning. Most importantly, they model lesson adaptations using a cooperative learning format and cooperative learning structures used successfully with elementary ESOL students with varying English proficiency skills. 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.