ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development to Work with Low-Educated Adult ESL Learners: Searching beyond the Program
Author: McCluskey, Corrie
Date: 2012-00-00
Type: Journal Articles
Subjects: Faculty Development,Immigrants,Migrant Education,Adult Students,Graduate Study,Teaching Skills,On the Job Training,Educationally Disadvantaged,English (Second Language),Second Language Instruction,Educational Resources,Change Strategies,Educational Practices,Teaching Methods

After following career interests that included anthropology and the visual arts, the author realized that working with adult immigrants with limited formal education and literacy skills was her path and her passion. Since few programs in the TESOL field focused on these learners, the author sought out instruction in nontraditional spaces to supplement her master's course work with the specific training she desired. She views graduate school as an opportunity to explore fundamental questions about what skill set is essential to effectively teach this population, and in this article she shares her insight, resources, and suggestions for how graduate students can take further agency over their own education and how TESOL teacher training might be more inclusive.
Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices
Author: Laidemitt, Heidi
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Graduate Students,Social Justice,Community Programs,Curriculum Development,Needs Assessment,Peace,Spanish Speaking,School Community Programs,Second Language Learning,Student Projects,Professional Development,Training,Lesson Plans,Learning Activities,Adult Education

This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program at the Peace Resource Center in Seaside, California. The article highlights the continual development of their original peace and social justice-themed curriculum, which involves graduate students in Linguistics, Education, and non-TESOL courses at MIIS. The writers respectively reflect upon professional growth as a result of their commitment to the ESL program. In addition, their appendices and details of their work may serve as resources and tools for the TESOL community interested in curriculum development, needs assessment, community-based language instruction, language-program administration, ESL critical pedagogy, and content-based instruction.
Professional Development through Graduate Study: Using Academic Research to Inform Professional Practices
Author: Gonzalves, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Development,Graduate Study,Student Research,Research Skills,Theory Practice Relationship,Educational Practices,Teaching Methods,Media Adaptation,English (Second Language),English Language Learners,Student Evaluation,Enrollment Management,Research Utilization,Adult Education

In this article, the author discusses how learning to effectively conduct, analyze, and present research has had an impact on her academic success, her ongoing development as an ESL teacher, and her proposals and protocols as the ESL department coordinator at an adult school in the Bay Area. The author triangulates these 3 areas of impact to demonstrate how the ability to employ research as a tool has provided her more knowledge and authority as a teacher and administrator.
ESL Teacher-Education Programs: Measuring up to the TESOL/NCATE Yardstick
Author: Thibeault, Connie H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,English Language Learners,Second Language Instruction,Teacher Certification,Credentials,Accountability,Alignment (Education),State Standards,Accreditation (Institutions),Scoring Rubrics,Pedagogical Content Knowledge,Lesson Plans,Curriculum Implementation,Classroom Techniques,Preservice Teacher Education,Educational Legislation,Federal Legislation

English language learners (ELLs) in K-12 schools continue to increase in number across the country. In California alone, about 1.5 million students are not sufficiently proficient in English to perform optimally in mainstream classrooms. The No Child Left Behind (NCLB) Act of 2001 emphasizes the need for highly qualified teachers, but just who is qualified to apply best educational practices to help ELLs reach their potential in an academic environment? This article will discuss how the Teachers of English to Speakers of Other Languages (TESOL)/National Council on the Accreditation of Teacher Education (NCATE) P-12 ESL teacher-preparation standards provide a nationally recognized framework for teacher preparation and evaluation, while at the same time providing for flexibility in the way in which certified ESOL teachers are prepared. Graduates of programs that follow these standards are ready to begin meeting the challenges of educating the next generation of ELLs in American classrooms.
Professional Development through Inquiry: Addressing Sexual Identity in TESOL
Author: Wadell, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Sexual Identity,Sexual Orientation,Homosexuality,English (Second Language),Second Language Instruction,Adult Learning,Teacher Surveys,Teacher Attitudes,Teacher Competencies,Faculty Development,Inservice Teacher Education

Sexual identity is a topic that is relevant to adult ESL instruction, not only because some learners identify as LGBT (lesbian, gay, bisexual, or transgender), but also because LGBT identities are a visible part of American culture and ESL learners must learn how to discuss them in culturally and pragmatically appropriate ways. This article shares the results of a survey of ESL teachers' experiences with LGBT themes and discusses questions and challenges that teachers reported. Because many teachers feel underprepared to handle these challenges, the authors propose that sexual identity be included in TESOL professional development, and they offer suggestions for incorporating the theme into both existing TESOL curricula and in-service training for practicing teachers.
Examining Rubrics Used to Measure Writing Performance in U.S. Intensive English Programs
Author: Becker, Anthony
Date: 2011-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Instruction,Writing Achievement,Evaluation Methods,English (Second Language),Second Language Instruction,College Students,Questionnaires,Interviews,Qualitative Research,Statistical Analysis

A scoring rubric acts as a useful guide for evaluating the quality of students' written responses. In second language writing, scoring rubrics can be used to measure a variety of discourse and linguistic features. However, certain advantages and disadvantages are associated with particular rubrics (see Hamp-Lyons, 2003; Weigle, 2002). Therefore, numerous factors (e.g., purpose or resources) need to be considered when deciding which type of scoring rubric to use. This study describes the types and features of scoring rubrics that are used to measure English as a second language (ESL) students' writing in Intensive English Programs (IEPs) at multiple universities throughout the US. Forty-three IEP directors completed a questionnaire and interview that addressed the relevance/role of writing in their programs and the types/features of rubrics they use. The findings highlight some of the decision-making behaviors of IEP directors in their choices of scoring rubrics.
Reimagining TESOL Professionalism: The Graduate Student Perspective
Author: Lorimer, Christina
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Professionalism,Student Attitudes,Professional Identity,Professional Development,English (Second Language),Second Language Programs,Second Language Instruction,Student Experience,Educational Strategies,Change Strategies,Personal Narratives

Prospective teachers pursue a graduate degree in TESOL with the expectation that they will become more qualified, on paper and in practice, and more recognized as professionals in the field. In this article, the authors interrogate that assumption by exploring what it means to be a TESOL professional and how graduate students begin to shape this identity. Using their own professional-development paths and input from other graduate students to guide their investigation, the authors make the claim that when graduate students take advantage of professional-development opportunities in a structured and reflective way, they professionalize themselves and the TESOL field at large.
A Language-Related Comparison of Generation 1.5 and L1 Student Writing
Author: Doolan, Stephen M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing (Composition),English (Second Language),Second Language Learning,Academic Discourse,Higher Education,Immigrants,Text Structure,Comparative Analysis,Native Language,Language Skills,Qualitative Research,Community Colleges,Two Year College Students,Computational Linguistics,Nonparametric Statistics,Statistical Analysis

&quot;Generation 1.5&quot; is a term being used to describe a type of second language (L2) long-term U.S. resident who may demonstrate persistent language-related challenges (Roberge, Siegel, &amp; Harklau, 2009). Among the difficulties commonly noted with Generation 1.5 students are problems in controlling the academic register expected in university writing tasks. Because of the growth of this population in U.S. schools, tertiary instructors need a better sense of whether patterns of language and literacy challenges are present in the writing of Generation 1.5 students. The goal of this exploratory study was to analyze linguistic/textual features of students' writing. Specifically, this study was designed to determine whether 25 language-related measures of Generation 1.5 student writing would distinguish their texts from those of L1 classmates of similar writing proficiency. Results indicate similar patterns of textual features between groups. Implications are discussed in relation to the prevalent claims of Generation 1.5 writing.
A Case for Adult Two-Way Bilingual Immersion
Author: Van Booven, Christopher D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Bilingual Education,Immersion Programs,Adult Learning,Second Language Learning,Community Programs,Bilingualism,Academic Achievement,Cultural Awareness,Elementary Education,Social Influences,Barriers,Student Placement,Language Usage,Literacy,Native Language,Experience,Language Minorities,Student Motivation,Interlanguage,School Community Programs,Surveys,Interviews

The present study investigates 2-way bilingual immersion (TWBI) as a potentially viable pedagogical model for adult language learners. A review of the literature on TWBI at the K-6 level is provided, followed by an examination of key issues in adult second and foreign language education. Implications for potential adult TWBI programs are discussed along with recommendations for further investigation. Finally, the author presents an exploratory study of a nonformal, community-based adult TWBI program in Los Angeles known as I HABLO U. The results of this study suggest that while adult TWBI shares many of the learner and administrative challenges documented in K-6 TWBI programs, adult learners in TWBI programs contend with a unique set of problems and also enjoy a number of advantages that K-6 learners may not experience. The author concludes that scholars must widen the focus of current research and evaluative efforts of TWBI to consider adult learners.
Rethinking Traditional Assessment Concepts in Classroom-Based Assessment
Author: Abeywickrama, Priyanvada
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Social Influences,Cultural Influences,Teacher Role,Student Participation,Feedback (Response),Progress Monitoring,Formative Evaluation,Context Effect,Validity

As teachers and students have taken more active roles in assessment practices, our field has begun to pay more attention to classroom-based assessment (CBA). As a result, we have gained a better understanding of CBA principles but we have also become aware of challenges, particularly in applying traditional assessment concepts such as reliability and validity to the classroom context. In this article I continue the argument that viewing assessment through a sociocultural perspective will help us broaden our understanding of classroom learning environments and rethink traditional assessment concepts for CBA.
An Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes
Author: Vanniarajan, Swathi M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Participation,College Students,Academic Discourse,Writing (Composition),Interviews,Required Courses,Self Efficacy,Goal Orientation,Student Interests,Teaching Methods,Relevance (Education),Locus of Control,Self Concept,Student Attitudes,Writing Assignments

Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in these classes was largely the result of how learners related themselves to variables such as self-efficacy, goal orientedness, interest in writing activities, novelty of teaching methods, and relevance of the writing genre for their intended careers. The findings, in overall, were in agreement with the claims made in applied linguistics and educational psychology that learners' cognitive and emotional appraisals of self, task, and the learning environment would largely determine how they would conduct themselves in and relate to the whole classroom environment (Dörnyei &amp; Otto, 1998; Paris &amp; Turner, 1994; Schumann, 1997, 2001).
Lost in Translation: Strategies Japanese Language Learners Use in Communicating Culturally Specific L1 Expressions in English
Author: Inoue, Noriyuki
Date: 2011-00-00
Type: Journal Articles
Subjects: Japanese,Translation,English (Second Language),Second Language Learning,Native Language,Biculturalism,Discourse Analysis,Dialogs (Language),Second Language Instruction,Adults

Communicating in a second language could be seen as a process requiring the deconstruction and reconstruction of cultural meanings. If this is the case, how do second language (L2) learners express cultural meanings of their first language (L1) expressions that do not have semantically equivalent L2 expressions? Twenty-nine Japanese students learning English as a second language in the US were asked to translate Japanese cultural expressions that do not have equivalent English expressions. This study found that the students either (a) entirely eliminated the expression from the statement, (b) replaced the expression with an English expression commonly used in a similar context, but with a different meaning, or (c) literally translated the expression into an English expression that made little sense. The study suggests the importance of helping L2 learners develop this bicultural capability to convey rich cultural meanings of L1-specific expressions in L2-based communication.
Writing Proficiency Exams and the Internationalization of U.S. Higher Education
Author: Mott-Smith, Jennifer A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Tests,Writing Skills,College Students,Foreign Students,Student Characteristics,Test Construction,Culture Fair Tests,English (Second Language),Language Proficiency,Immigrants,Interviews,Coding,Knowledge Level,Cultural Relevance,Barriers

In the U.S., writing proficiency exams (WPEs) often employ a construct of writing proficiency that is based on U.S. English and essay-text literacy. As universities internationalize, they should reconsider whether such exams reflect the literacy requirements of a globalizing world. Since the ways in which universities respond to international students reflect their commitments to internationalization, this article presents the experiences of 8 international students taking a WPE. Results show that the exam did not always promote opportunities for participation, a sense of belonging, or respect for student knowledge, factors known to promote international student success. Concrete suggestions are made for redesigning WPEs such that the writing proficiency construct is based on the ability to negotiate a rhetorical situation. Doing so would be an important symbolic shift away from privileging the linguistic form of one social group, and it would benefit U.S. monolingual students and faculty as well as international students.
Professional Development as a Novice Tutor: Navigating the Process Approach
Author: Stranahan, Sharon
Date: 2012-00-00
Type: Journal Articles
Subjects: Novices,Tutors,Faculty Development,Process Approach (Writing),English (Second Language),Second Language Instruction,Preservice Teacher Education,Feedback (Response),Teamwork,Teacher Collaboration,Teacher Student Relationship,Educational Practices,Learning Experience

The challenges of implementing the process approach in a real-life setting are explored through the eyes of a MA TESOL student. While working her 2nd semester as an individual tutor for a developmental writer, the author discovers unexpected interdependencies among tutor, student, classroom teacher, and curriculum designer. This article dissects that experience, reflecting on specific challenges to draw insight on the effectiveness of the process approach with L2 students and the pedagogical implications for a preservice teacher.
From Theory to Practice for Teachers of English Learners
Author: Lavadenz, Magaly
Date: 2011-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Learning Theories,Linguistic Theory,Sociocultural Patterns,Teacher Effectiveness,Elementary Secondary Education,Correlation,Language Minorities,Educational Practices,Teaching Methods,Communicative Competence (Languages),Academic Discourse,Pronunciation,Oral Language,Vocabulary Development,Phonics,Role,Standards,Expertise

Teaching and learning English in the US are complex processes that are not explained by language theories or methods alone. Concepts such as the relationship between language majority groups and language minority groups, language status, immigration, economics, language planning, and policies add to the complexity of language-learning situations. Effective teachers for the more than 5 million English learners (ELs) in kindergarten through 12th grades require unique knowledge, skills, and dispositions. This article provides a review of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocultural theories and practices.
From Narrative to Analytical: Using Theme/Rheme to Scaffold Students' Revisions between Genres of Writing
Author: Leonard, Duane
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Scaffolding (Teaching Technique),Literary Genres,Academic Discourse,Second Language Learning,English (Second Language),Writing (Composition),Discourse Analysis,Second Language Instruction,Writing Instruction,Connected Discourse

For many ESL students, the linguistic resources needed for explicit development of abstract ideas, a central tenet of academic writing, are difficult to control (Schleppegrell, 2004). Using the linguistic notion of Theme and Rheme (Halliday &amp; Mathiessen, 2004), this piece is intended to share a way for teachers to explain differences between these two genres (analytical and personal) and raise students' awareness of the new expectations of academic writing. The notions of Theme and Rheme focus instructors and students on specific language resources and at the same time reference broader discourse features that allow teachers the flexibility of both a micro and macro approach to writing instruction. Such an approach also provides ESL students a toolkit with which they can evaluate their own linguistic choices and incorporate their strengths with the personal genre of writing into a more academic, analytic genre of writing.
Professional Development as Academic Apprenticeship: Moving from Outsider to Voice of Authority
Author: Fridriksson, Heidi
Date: 2012-00-00
Type: Journal Articles
Subjects: Apprenticeships,Faculty Development,English (Second Language),Second Language Instruction,English Language Learners,Performance Factors,Learning Experience,Professional Identity,Teacher Empowerment,Graduate Students

Drawing on the author's experience as both a graduate student and ESL practitioner, this article explores the process of taking on a voice of authority within a new discourse. The author reflects on her own struggles with authorship in the professional discourse community of TESOL, and she uses these experiences to illuminate the struggles of her ESL students with authorship in the academic genre. It is suggested that for graduate students or ESL students to become authors in their target discourses, they must be able to use that language for authentic communication.
The Impact of Video-Based Materials on Chinese-Speaking Learners' English Text Comprehension
Author: Lin, Lu-Fang
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Technology,English (Second Language),Second Language Learning,College Students,Pretests Posttests,Listening Comprehension,Reading Comprehension,Multiple Literacies,Native Language,Language Processing,Teaching Methods,Statistical Analysis,Mandarin Chinese,Undergraduate Students,Foreign Countries

This study investigated whether video-based materials can facilitate second language learners' text comprehension at the levels of macrostructure and microstructure. Three classes inclusive of 98 Chinese-speaking university students joined this study. The three classes were randomly assigned to three treatment groups: on-screen text (T Group), concurrent narration with on-screen text (NT Group), and video with concurrent narration and on-screen text (VNT Group). The data were collected through the macrostructure and microstructure reading comprehension pre- and post-tests and the immediate test. The statistic results of the immediate test and the post-tests showed that the VNT group performed significantly better on the macrostructure comprehension than the T and NT groups. Armed with the perspectives of multiliteracies and the significant results, the study makes instructional recommendations to integrate video in second-language reading comprehension instruction.
&quot;Nobody Can Sit There&quot;: Two Perspectives on How Mathematics Problems in Context Mediate Group Problem Solving Discussions
Author: Zahner, William
Date: 2012-06-00
Type: Journal Articles
Subjects: Bilingual Students,Grade 9,Mathematics Instruction,Algebra,Word Problems (Mathematics),Context Effect,Group Activities,Mathematical Logic,Vocabulary,Novelty (Stimulus Dimension),Video Technology,Cooperative Learning,Hispanic American Students,English Language Learners,High School Students,Observation,Case Studies

This study examines how a group of bilingual ninth grade algebra students discussed two word problems stated in terms of &quot;real life&quot; contexts. Using a lens of mediated action (Wertsch, 1998), the analysis reveals two distinct ways that the problem contexts influenced the group's mathematical reasoning. In one problem, the problem context afforded particular ways of interpreting the given inscriptions, which had benefits as well as costs. In the other problem, the unfamiliar story and terminology appeared to hinder the group's mathematical reasoning. These two forms of context mediation are discussed in light of current research on the use of real life problems in mathematics education.