ethanporcaro/eric-fulltext-meta huggingface dataset:
English for New Citizens: Contributions of a Learner-Centered Vocational ESL Framework
Author: Arnold, Lynnette
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Vocational English (Second Language),Undocumented Immigrants,Citizenship,Second Language Learning,Second Language Instruction,Adult Education,Community Characteristics,Student Characteristics,Adult Students

As immigration reform is on the table for the first time in two decades, proposals are being made involving a path to citizenship for the 12 million undocumented immigrants now in the country. This article suggests that, in addition to helping these immigrants meet the English-language requirement for citizenship, comprehensive immigration reform provides the field of TESOL with another opportunity to contribute to equality for the undocumented community by helping these new citizens obtain the language skills necessary for social and economic mobility. This article argues that vocational ESL, or VESL, is well suited for working with this population. A brief review of the history and underpinnings of VESL is followed by a more extended discussion of how VESL fits the specific characteristics and needs of these new citizens as language learners. The final section offers suggestions for expansion, advocating for close partnerships between VESL courses and students during all phases of the educational program. Learner-centered VESL for new immigrants constitutes adult education as a tool for social change, emphasizing the importance of social justice to the field of TESOL.
Biliterate Voices of Hmong Generation 1.5 College Women: Suspended between Languages in the US Educational Experience
Author: Huster, Kim
Date: 2013-00-00
Type: Journal Articles
Subjects: Bilingualism,Literacy,Hmong People,English (Second Language),Second Language Learning,Literacy Education,Multilingualism,Student Diversity,Disadvantaged,Teacher Student Relationship,Peer Relationship,Personal Narratives,College Students,Females,Minority Group Students,Educational Experience,Native Language,Sino Tibetan Languages,Immigrants,Student Attitudes,Observation,Interviews

This narrative research study involving 13 Hmong college women reveals some of the challenges that multilingual students may face in the American educational system. Using stories told by the participants about their language- and literacy-development experiences, the author identifies commonalities in those experiences. The similarities in their stories suggest that linguistically diverse students may often be inadvertently subjected to marginalizing experiences in their interactions with both educators and classmates. The author offers 3 positive suggestions for addressing critical issues in the US educational system: establishing and equipping the teacher as an agent for social change, promoting critical multiculturalism in the classroom, and legitimizing and giving voice to the minority experience.
Enriching Students' Linguistic Repertoires through Text-Based Guided Output Tasks
Author: Koval, Natalie G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Linguistic Input,English (Second Language),Second Language Instruction,Adult Students,College Students,Learning Activities,Foreign Countries

L2 input, such as a reading text, constitutes a rich source of information on how meanings are expressed in the L2. Helping learners to use this information effectively should be one of the main goals of L2 teaching. In this article, I propose textbased guided output (TBGO) as a technique for &quot;pushing&quot; learners to make better use of the learning opportunities that L2 text has to offer. I make a case for the integration of TBGO into text-based ESL lessons for adults and conclude by discussing important features of design and my own experience with this type of task in teaching a group of upper-intermediate--advanced university students during 1 semester.
Adult ESL Education in the US
Author: Eyring, Janet L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Adult Education,English (Second Language),Second Language Learning,Second Language Instruction,Standards,Literacy,Critical Literacy,Curriculum Design,Immigrants,Educational Needs,Language Teachers,Teacher Education,Evaluation Methods,Student Characteristics

This article discusses the state of the art in the field of &quot;adult ESL&quot; in the US. It identifies the size, characteristics, and settings of adult education and discusses relevant professional standards, assessment procedures, and teacher preparation. Three approaches to noncredit adult ESL education will be presented (Functional Literacy, Critical Literacy, and New Literacy Studies), each of which has relevance to current status and funding of adult ESL within the Department of Education. A broader view of curriculum design and expansion of technological applications are recommended to address the growing needs of immigrants from Latin America and around the world.
Using Professional Presentations to Improve Cross-Cultural Communication
Author: Vozza, Victoria Moran
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Intercultural Communication,Cooperative Learning,Computer Assisted Instruction,Computer Literacy,Speech Skills,English (Second Language),Second Language Learning,Second Language Instruction,Expertise,Language Teachers,Teacher Attitudes,Cultural Awareness,Interdisciplinary Approach,Adult Education

In this article, I explain how I used my interdisciplinary expertise in a TESOL classroom. The class consisted of 24 high-intermediate students ages 25 to 35, with a 65/35% male-to-female ratio. Of the students, 75% were Spanish speaking, while the remainder consisted of Farsi, Arabic, Hindi, Russian, Mandarin, Korean, and German speakers. The class met at a Bay Area adult school 4 nights a week with an optional Saturday class. To achieve authentic cross-cultural communication, I used cooperative learning (CL) and computer-assisted language learning (CALL). The results showed that students gained cross-cultural awareness, improved computer skills, and developed authentic speaking skills.
Facilitating the Quest: A Case Study of Three Technologies in an EAPP Writing Classroom
Author: Calvert, Kelley
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Writing Instruction,Technology Uses in Education,Influence of Technology,Graduate Students,English for Academic Purposes,English for Special Purposes,Writing Skills,Pretests Posttests,Generational Differences,Electronic Publishing,Web 2.0 Technologies,Documentaries,Story Telling,Story Grammar,Teaching Methods,Classroom Techniques

As the web continues to morph, creating a more interlinked, connected, and hybridized human experience, educators are experiencing a generational shift in terms of comfort with technology. The number of technologies becoming available to students and teachers is dizzying. Within the array of possibility, this research considers three technological applications that facilitate the teaching and learning of writing: a writing blog, a word-of-the-day forum, and a storytelling grammar/style iMovie. In this exploratory research in a single graduate-level English for Academic and Professional Purposes (EAPP) classroom, pre- and postactivity surveys seem to suggest that students found technological tools helpful in gaining and retaining writing skills.
Toward a Three-Step Pedagogy for Fostering Self-Assessment in a Second Language Writing Classroom
Author: Liang, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Self Evaluation (Individuals),English (Second Language),Second Language Learning,Second Language Instruction,Modeling (Psychology),Writing Instruction,Writing Evaluation,Language Teachers,Scaffolding (Teaching Technique),Peer Evaluation,College Students,Feedback (Response),Check Lists,Student Centered Learning

This article describes a three-step pedagogy aimed at developing college ESL students' ability to assess and evaluate their own writing through intentional learner training. The three pedagogical steps are teacher modeling, guided peer assessment, and independent self-assessment. To illustrate, a set of scaffolded instructional procedures are delineated and demonstrated. The article then concludes with an argument that with intentional teacher modeling as well as consistent guided learner practice, college ESL student writers are capable of monitoring, assessing, and evaluating their own learning progress competently, confidently, and systematically.
Online Forum Discussions and the Development of Opinions in College-Level ESL Writing
Author: Vaz Bauler, Clara
Date: 2013-00-00
Type: Journal Articles
Subjects: Group Discussion,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Literacy Education,Asynchronous Communication,Community Colleges,Two Year College Students,English (Second Language),Second Language Instruction,Immigrants,Foreign Students,Writing Instruction,Persuasive Discourse,Student Attitudes

To succeed academically, students must learn how to develop critical response to texts (both written texts and visual texts). Asynchronous forums provide an ideal setting for developing these response practices. This article illustrates how the author created scaffolded online forum discussions to support students in their academic literacy development. These discussions took place in a high-intermediate community college ESL class that included early- and late-arriving immigrant students, US-educated multilingual writers who have graduated from US high schools, and international students. The article concludes with a list of issues that teachers should consider when attempting to use online forum discussions in their specific contexts.
Reflecting on Native Speaker Privilege
Author: Berger, Kathleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Models,Language Variation,Intuition,Self Esteem,Student Attitudes

The issues surrounding native speakers (NSs) and nonnative speakers (NNSs) as teachers (NESTs and NNESTs, respectively) in the field of teaching English to speakers of other languages (TESOL) are a current topic of interest. In many contexts, the native speaker of English is viewed as the model teacher, thus putting the NEST into a position of privilege and the NNEST into one of prejudice. Recent scholarship has attempted to address these issues (Mahboob, 2010; Medgyes, 1994; Phillipson, 1992b). This paper will draw from some of this research as well as provide insights into the privileges enjoyed by NESTs in contrast to the discrimination faced by NNESTs. It will then discuss various practical ways that might help to mitigate the inequity between NESTs and NNESTs.
Implementing Task-Oriented Content-Based Instruction for First- and Second-Generation Immigrant Students
Author: Santana-Williamson, Eliana
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Task Analysis,Teaching Methods,Curriculum Implementation,Community Colleges,Grammar,Portfolios (Background Materials),Immigrants,Language Teachers,Writing Instruction,College Freshmen,Teacher Attitudes,Two Year College Students,Lesson Plans

This article discusses how the ESL program at an ethnically/linguistically diverse community college (between San Diego and the Mexican border) moved from a general, grammar-based ESL curriculum to a content-based instruction (CBI) curriculum. The move was designed to better prepare 1st- and 2nd-generation immigrant students for freshman composition and mainstream content classes. The article describes the author's challenges and successes in implementing this new curriculum in her classrooms, particularly with beginning-level immigrant ESL students. The author provides a close look at 6 portfolios by students with whom that author worked for 3 semesters. The chapter ends with reflections on how this experience can help other instructors whose programs and classes undergo major curricular changes.
Tuning In: Using the News for a Content-Based ESL Class
Author: Moglen, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,News Media,Advanced Courses,Teaching Methods,Vocabulary Development,Sentence Structure,Grammar,Oral Language,Course Descriptions,Instructional Materials,Class Activities,Questionnaires

Vast amounts of daily news content are widely available and easily accessible, and they can be converted into materials for intermediate and advanced ESL classes. This article will describe the why and how for integrating news media sources into a multiskills ESL classroom. Through the news, students are immediately engaged with the material because they are viewing articles and news stories that are happening in the world. Additionally, the authentic nature of the material presents a broad spectrum of vocabulary and sentence structures. While students are not expected to understand every word or phrase, the exposure to authentic text in an ESL class is tremendously beneficial. This article will take a 1st-person perspective on the implementation of the news-based course, as well as ideas on how to use the news as a supplemental resource in other ESL classes, such as speaking, composition, or grammar/vocabulary classes.
Semantic and Thematic List Learning of Second Language Vocabulary
Author: Gholami, Javad
Date: 2014-00-00
Type: Journal Articles
Subjects: Semantics,Second Language Learning,Vocabulary Development,Second Language Instruction,Teaching Methods,Concept Formation,Learning Processes,Interference (Learning),Form Classes (Languages),Phrase Structure,Linguistic Theory,Word Lists

This article overviews research on second language vocabulary instruction with a specific focus on semantic and thematic vocabulary-clustering types. The theoretical benefits associated with both the semantic and thematic approaches, as well as the potential problems associated with them, are discussed. The conclusion drawn is that reinforcing the level of activation of target concepts during learning can lead to facilitation but only if interference from competing items is kept to a minimum. With respect to the incremental nature of vocabulary acquisition, learning programs need to boost learner engagement by embodying systematic, principled, and long-term practices.
So, Transitions: Linking Adverbial Use of University ESL Students
Author: Anderson, Graham
Date: 2014-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Language Usage,Computational Linguistics,Comparative Analysis,College Freshmen,College Seniors,Teaching Methods,Writing Instruction,Essays

This research article summarizes and discusses differences found in the use of linking adverbials, such as &quot;so,&quot; &quot;yet,&quot; and &quot;however,&quot; between 1st-year composition students and final-year students. The methods describe both automated and manual identification of linking adverbials using computerized learner corpora, and the results include pedagogical and further research implications. Assignment particulars and other learner objectives appeared to play a role in the relative overuse of certain adverbials in addition to conversational adverbials occurring more often in the compositions of the 1st-year students. The findings also show an increase in academic transition use during the semester-long period of the study. Significant differences were found in the use of adverbial pairs with nuanced differences, such as &quot;yet&quot; and &quot;however.&quot; The article concludes with pedagogical implications and suggestions for how to improve teaching practices based on the improvement found across the course of the semester.
&quot;I Wish That I Could Belong&quot;: An Intercultural Play about Adapting to Life in the US
Author: Gabay, Lea
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Theater Arts,Stereotypes,Culture Conflict,Acculturation,Foreign Students,Cultural Differences,Friendship,Drama,Curriculum Design,Lesson Plans,Cultural Awareness,Educational Experience,Student Attitudes,College Students,Intercultural Communication,Feedback (Response),Second Language Instruction,Teaching Methods,Immersion Programs

This article provides an in-depth analysis of a play that I wrote centering on 4 international students' experiences studying and living in the US. It consists of 5 scenes, which delve into the topics of cultural differences, first impressions of the US, university systems, friendship, time and personal space, stereotyping and discrimination, and culture shock. Central to this article was highlighting the rationale behind this play and the reflective processes that were instrumental to creating the story line, script, and characters. Moreover, the objective of this play is to promote intercultural awareness through drama in order to strengthen students' relationships with each other and to foster dialogue. By incorporating materials that focus on cross-cultural communication into curricula designed for English immersion programs, I hope that students will develop a greater understanding of and appreciation for cultural differences. A suggested lesson plan regarding ways of teaching the play is included in this article as a means of showing the stages that lead to a final performance performed by the students.
Introducing English as an International Language in the Inner-Circle Classroom: Exploring World Englishes
Author: Teixeira, Annalisa
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Variation,International Education,Second Language Instruction,Linguistics,Course Descriptions,Phonology,Student Attitudes,Native Speakers,Models,Pretests Posttests,Pronunciation,Instructional Design,Teaching Methods,Foreign Students,Questionnaires,Elective Courses,Qualitative Research,College Students

With a background in the teaching of Spanish in the US and the teaching of English abroad, the authors had spent a great deal of time contemplating both linguistic diversity and the internationalization of college campuses. Considering that we found ourselves studying TESOL and had an opportunity to design our own English language course for international students in the Linguistics Department, we decided that tackling some of these issues as part of the course would be an intriguing challenge. Thus, using the knowledge we had gained through our international experiences, we organized a World Englishes course around the discussion of the concentric circles of English (Kachru, 1985), moving from inner-, to outer-, to expanding-circle Englishes with a focus on phonology, positioning, and the expansion of English. Throughout the course we aimed to explore student perceptions of the native-speaker model and inner-circle privilege by means of critical writing reflections, an exit questionnaire on English as an international language (EIL) opinions, and a pre- and posttest on accent recognition. With what we learned through teaching this course, we hope to inform and encourage EIL pedagogical design, specifically in inner-circle contexts in which the internationalization of English teaching has only recently taken hold.
The Interaction of Theory, Philosophy, and Practice in ESL Writing Conferences
Author: Eckstein, Grant
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Grammar,Feedback (Response),Second Language Instruction,Reflective Teaching,Teaching Methods,Educational Theories,Writing (Composition),Intensive Language Courses,Language Proficiency,Educational Philosophy,Role,Writing Instruction,Conferences (Gatherings),College Faculty,College Students,Program Descriptions

TESOL theory is intended to inform teacher practice, but studying what teachers actually do in a given teaching context can sometimes lead to better theory. This report illustrates an area in which practice informed theory in the context of 1-on-1 writing conferences for prematriculated ESL writers. This report describes the creation and implementation of a writing conference program for 250 prematriculated students at an Intensive English Program (IEP) with language proficiencies ranging from high-beginning to low-advanced. The theory-driven philosophy of conferencing encouraged teachers to meet 1-on-1 with their writing students 5 times during a semester to provide holistic, nondirective, level-appropriate feedback on student writing and to de-emphasize grammar instruction in these interactions. While teachers largely followed this philosophical direction, they also made modifications that were not entirely expected. Specifically, teacher practice deviated from conferencing philosophy in terms of the purposes of conferences, the role of grammar feedback, and the use of reflective practices to shape classroom instruction. Confronting these unexpected areas of teacher practice to learn from them rather than remove them allowed the writing conference program to thrive. It also pointed to areas where the writing conference philosophy, and its theoretical underpinnings, could be reevaluated to become more descriptive and inclusive of actual practice. This report also provides insights other theorists and practitioners may find valuable in establishing their own writing conference programs.
Using Free Online Materials as the Basis of an Upper-Level IEP Listening and Speaking Course
Author: Sheppard, Beth
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Materials,Video Technology,Second Language Instruction,Second Language Learning,Intensive Language Courses,English (Second Language),Listening Skills,Oral Language,Teaching Methods,Notetaking,Vocabulary Development,Internet,Course Descriptions,Course Evaluation,Web Sites

Freely available online videos are the basis of an Intensive English Program (IEP) listening and speaking course described in this article. Strands and activities of this course could easily be adapted for use in other institutions. For each strand of the course, rationales are stated, activities are described, and suggested online resources are listed.
Using Theater Concepts in the TESOL Classroom
Author: Badie, Gina Tiffany
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Concept Teaching,English (Second Language),Second Language Instruction,Integrated Activities,Interdisciplinary Approach,Teaching Methods,Theater Arts,Public Speaking,Group Dynamics,Interpersonal Competence,Speech Skills

This article discusses practical ways to incorporate theater concepts into the ESL classroom. The notion of a theater ensemble lends itself well to group work in language learning. I have used my experience auditioning, participating in theater games, and improv techniques to encourage second language learning through public speaking, group collaboration, and giving students the power to speak.
Sequenced Peer Revision: Creating Competence and Community
Author: Bowman, Ingrid K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Revision (Written Composition),Writing Instruction,Peer Evaluation,Essays,Scoring Rubrics,Teacher Role,Community Colleges,College Faculty,Two Year College Students,Action Research,Advanced Courses,English (Second Language),Second Language Instruction,Comparative Analysis,Multilingualism,Sequential Approach,Grouping (Instructional Purposes),Competence,Peer Relationship

Mastering techniques of self- and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their academic essays. Fostering student buy-in to the editing process, sequencing rubrics over a series of essays, and establishing a productive role for the teacher during peer revision were all features of this process.