ethanporcaro/eric-fulltext-meta huggingface dataset:
Marginalizing TESOL: Preservice Teacher Training in Arizona
Author: Diniz de Figueiredo, Eduardo H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Pilot Projects,Immersion Programs,Student Teacher Attitudes,Student Surveys,Beliefs,English Language Learners,Knowledge Base for Teaching,Cultural Literacy,Language Fluency,Teaching Skills,Barriers,Teaching Models,Preservice Teacher Education,Career Readiness,Racial Attitudes

This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on their beliefs about language teaching and learning, including their perceived level of preparation to work with ELLs, their attitudes toward them, and the difficulties they anticipate in teaching ELLs in the future. The results show that preservice teachers lack some of the fundamental knowledge necessary to work with ELLs, and they highlight the importance of incorporating the insights of the larger TESOL field into K-12 teacher-training programs. We argue that K-12 teacher-training programs, especially in states with English-only policies, may be serving to marginalize the TESOL profession and the contributions it may provide to the education of ELLs.
Teaching Writing within the Disciplines: A Viable Approach for English for Academic Purposes (EAP) Instructors
Author: Leopold, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Writing Instruction,Content Area Writing,Literary Genres,Feedback (Response),Writing Assignments,Academic Achievement,Student Surveys,Policy Analysis,Interdisciplinary Approach,Curriculum Design,Teaching Methods,Instructional Effectiveness,Case Studies,Nonparametric Statistics,Statistical Analysis,College Students

This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting &quot;specificity&quot; into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the learning transfer to the policy course, and the pedagogical implications are described in detail. It is suggested that the EAP instructor work primarily with texts within students' disciplines, teach the universal principles of well-written discourse implicit in the text type, and teach students to analyze those features of the text that vary according to the audience, context, and rhetorical situation. The findings and pedagogical implications add to the current body of research about curriculum design in EAP and the positive learning outcomes appear to negate the argument that EAP instructors need specialized training in learners' fields to teach disciplinary writing courses.
Use with Caution: What CELDT Results Can and Cannot Tell Us
Author: Stokes-Guinan, Katie
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Language Skills,Educational Diagnosis,Test Reliability,Test Validity,Robustness (Statistics),Language Tests,Data Analysis,Progress Monitoring,Classification,Accountability,State Policy

Both California state law and the federal No Child Left Behind Act (NCLB) require that all schools assess the English language proficiency of newly enrolled students who speak a language other than English at home and, annually, all English learners (ELs) already enrolled. California meets this requirement by administering the California English Language Development Test, or CELDT. The CELDT has three primary purposes: to identify students who are ELs, determine their English proficiency level, and assess their progress in acquiring listening, speaking, reading, and writing skills in English through time. We examine data on the validity and reliability of the CELDT to determine if it is an appropriate tool for carrying out these purposes. We conclude that the CELDT is likely a sufficiently valid and reliable tool for making judgments about groups of students but not for making crucial educational decisions about &quot;individual&quot; students.
Chinese University EFL Undergraduate Students' Perceptions towards EGAP Reading and Writing Courses
Author: Du, Ning
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Programs,English for Academic Purposes,Questionnaires,Student Attitudes,Student Educational Objectives,Likert Scales,Factor Analysis,Relevance (Education),Majors (Students),Academic Ability,Content Area Reading,Content Area Writing

The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely related to their major study, reported being motivated to learn general academic English, and expected to improve their academic English reading, writing, listening and speaking skills from EGAP courses. The study also showed that they had consensus about the requirements and teaching and learning foci of general academic English in spite of their concerns about academic English, and that students of more demanding and more academic EGAP courses tended to have a better understanding of general academic English. Based on the findings, some suggestions are discussed.
Factors Influencing Success of Conditionally Admitted Students in Graduate TESOL Programs
Author: Micek, Timothy A.
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Graduate Students,Language Teachers,Success,Masters Programs,Correlation,Study Abroad,Teacher Certification,Teaching Experience,Grade Point Average,Undergraduate Study,At Risk Students,Church Related Colleges,Predictor Variables

Many graduate TESOL programs grapple with whether to admit applicants who fall short of meeting established admission criteria yet who show promise as future TESOL professionals. This study examined key characteristics affecting the success of candidates admitted conditionally to graduate TESOL programs. Participants were 21 students who had been admitted conditionally to master's-level TESOL programs at 2 faith-based universities. Correlations between several independent variables and success in those programs were studied. Experience abroad and holding a teaching certification had the highest positive correlations with academic success as measured by GPA in the 1st semester of course work. Previous ESL teaching experience had a respectable, yet smaller, correlation. All of these variables had higher correlations than undergraduate GPA. These findings suggest that considering undergraduate GPA in isolation is unlikely to result in informed decisions about conditional admits in graduate TESOL programs as there are many other factors that predict TESOL candidates' success.
Foreign Language Teachers' Professional Development through Peer Observation Programme
Author: Dos Santos, Luis Miguel
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Observation,Teacher Attitudes,Language Teachers,Interviews,Teaching Methods,Faculty Development,Foreign Countries,Program Development,Peer Groups

The purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers' perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools. Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.
Instructional Strategies for Developing Critical Thinking in EFL Classrooms
Author: Zhao, Cairan
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Educational Strategies,Teaching Methods,English (Second Language),Second Language Instruction,Cooperative Learning,Questioning Techniques,Active Learning,Direct Instruction,Educational Practices

In English as first language contexts, clear requirement for critical thinking (CT) has been listed in teaching guidelines and assessment criteria in higher education. At present, fostering language learners to be critical thinkers is valued in English as a foreign language (EFL) teaching as well; yet how to achieve the objective remains a challenge. Efforts have been made to seek appropriate ways to develop CT in various courses; although no single method has emerged as the best, some do seem to be effective when properly implemented. This paper focuses on three sets of research-supported teaching strategies which are useful in promoting CT and applicable to EFL classrooms; that is, explicit instruction, teacher questioning, as well as active and cooperative learning strategies. Meanwhile, common features of effective CT instruction are discussed, which aims to illuminate instructional strategies for CT at a macro level.
Iranian EFL Students' Emotional Intelligence and Autonomy in Distance Education
Author: Valizadeh, Mohammadreza
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Personal Autonomy,Problem Solving,Self Actualization,Metacognition,Empathy,Self Control,Psychological Patterns,Distance Education,Questionnaires,Statistical Analysis,Correlation,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Student Attitudes

The present study aimed to clarify EFL learners' conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses revealed substantial correlations between learners' conceptions of autonomy and their emotional intelligence. &quot;Independence,&quot; &quot;Stress Tolerance,&quot; &quot;Problem-solving,&quot; &quot;Happiness,&quot; &quot;Self-actualization,&quot; &quot;Self-awareness,&quot; &quot;Optimism,&quot; &quot;Self-regard,&quot; &quot;Empathy,&quot; and &quot;Impulse Control&quot; became the most determining elements of emotional intelligence (EI) for learners. Overall, the findings led the researcher to conclude that learners' EI is a key factor influencing the extent to which they are ready to learn autonomously, and that teachers could therefore strive to ascertain learners' intelligence type before they train them to become autonomous.
Written Feedback, Student Writing, and Institutional Policies: Implications for Novice Teacher Development
Author: Feuerherm, Emily
Date: 2012-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teaching Methods,English (Second Language),Second Language Learning,Masters Programs,Interviews,Novices,Personal Narratives,Writing (Composition),Educational Policy,Graduate Students,Writing Instruction,Self Concept,Teacher Characteristics,Plagiarism,Action Research,Student Teachers,Student Teacher Attitudes,Grammar,Writing Evaluation,Reflective Teaching,Teacher Student Relationship

This study analyzes the methods that teachers employ in written feedback to student writing and how the policies of the program and the teachers' embodied histories influence the strategies used. Data were gathered from 2 novice teachers as they taught their first graduate-level ESL writing course and consist of the teachers' feedback in addition to interviews and personal narratives. Participants were educated in the same MA TESOL program and taught the same course; however, striking similarities and differences in their written feedback indicate identity and personal history are as important as program policies in determining the methods and content of the feedback. Implications for novice teacher development are that reflective teaching should include reflections on both beliefs and classroom practices to identify misalignments between the two.
The Construction of Teaching Model on College English Writing from the Perspective of Cognitive Genre
Author: Wenjuan, Hao
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Course Content,Goal Orientation,Writing Instruction,College Students,Critical Thinking,Thinking Skills,Process Approach (Writing),English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Evaluation,Foreign Countries,Literary Genres

Teaching is a spiral rising process. A complete teaching should be composed of five parts: theoretical basis, goal orientation, operating procedures, implementation conditions and assessment. On the basis of the genre knowledge, content-based approach and process approach, this text constructs the Teaching Model of College Writing Instruction, in order to give the better guide to teaching and improve the students' ability of critical thinking and writing.
Bilingual Hispanic and Southeast Asian Students' Challenges in a Freshman History Course
Author: Lipp, Ellen
Date: 2011-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Asian American Students,College Freshmen,Journal Writing,History Instruction,Teaching Methods,Content Area Writing,Student Surveys,Reading Comprehension,Peer Teaching,Reading Skills,Critical Thinking,Writing Skills,College Faculty,Scaffolding (Teaching Technique),English Language Learners,Bilingual Students,Metacognition,Grades (Scholastic),First Generation College Students,Questionnaires,Pretests Posttests

In this pilot study, participating Hispanic and Southeast Asian freshmen took a writing-intensive history survey course with a weekly analytic journal task. The study examined the helpfulness of the weekly journal and the scaffolding steps provided by the professor and teaching assistants, by peers in their learning community, and by out-of-class tutors. Students completed a survey about their perceptions related to the analytic journal task, their self-assessment of their reading comprehension, their views about the helpfulness of the social learning opportunities offered from peers in the course and from tutors, and the time they spent on the journal task. The survey was administered early and late in the semester. The findings show that when students wrote every week in response to primary sources, they got regular practice in reading, critical thinking, and writing. This study suggests that regular reading practice along with scaffolding by a university history professor, while helpful in certain ways, does not seem to be sufficient to help the participating students overcome challenges with reading comprehension and vocabulary of assigned history texts. This pilot study offers practical ideas for instructors of college or university ESL, for those assigning reading and writing journals, and for tutoring center tutors and coordinators.
How to Unpack a Difficult Poem for Language Learning
Author: Hess, Natalie
Date: 2011-00-00
Type: Journal Articles
Subjects: Poetry,Language Skills,Literacy Education,Language Usage,English Language Learners,Second Language Instruction,Teaching Methods,Oral Language,Imagery,Social Influences,Visualization,Group Discussion

Claiming that poetry is essentially an oral art and thus eminently suitable as discourse for language teaching and learning, the author guides readers through step-by-step strategies in how to make the pictures of poetry visible and the sounds of poetry audible for language-learning students. Using the poem &quot;Ozymandias&quot; by Percy Bysshe Shelley, the author presents strategies that allow us to see and understand the people, the place, and the drama felt throughout the poem. She makes clear that these strategies can be used with most poems. She chooses objects and moments from students' everyday experiences to demonstrate each technique, and she explains how such ordinary objects and events can bring out the essence of each poem. These techniques also offer opportunities for the practice of all language skills, and they promote student group and pair work for vocabulary recycling and practice of structure as they enjoy literary content.
Commission on Teacher Credentialing Approves 8 ELL-Related Credential Options
Author: Frost, Jeff
Date: 2011-00-00
Type: Journal Articles
Subjects: Credentials,Teacher Qualifications,Second Language Instruction,State Standards,State Policy,Language Teachers,Standard Setting,English (Second Language),Teacher Education,Teacher Certification

On September 30, 2010, the California Commission on Teacher Credentialing (CTC) voted unanimously to approve a set of eight recommendations for authorization to teach English language learners. These recommendations approved by the CTC had been in development for almost two years and they focused on several issues, including: (1) a specific focus on &quot;academic language&quot; and &quot;academic literacy&quot; in the context of teaching English learners; (2) the development of knowledge, skills, and abilities necessary for single-subject teachers to successfully use SDAIE; (3) standards that should be reviewed, updated, and revised to assure that the content provided in preparation programs regarding English learners reflects current research and issues in the field; (4) the authorization for 2042-prepared single-subject teachers should be limited to authorizing holders to provide Specially Designed Academic Instruction for English (SDAIE) instruction only and should not include an authorization to provide English language development (ELD); and (5) further study should be given to the issue of the possibility of establishing an advanced EL authorization to provide a resource to all teachers and administrators with respect to teaching English learners in the content areas. For &quot;CATESOL,&quot; the most important of the eight recommendations approved by the commissioners was the development of a &quot;New or World Language&quot; credential. The development of this new ELD or &quot;New World&quot; credential will help meet the language and academic needs of California's long-term English learners (Olsen, 2010). This certification will place teachers specifically prepared to teach English learners in leveled ELD or ESL classes at the middle and high school levels. Having specifically certified teachers working with ELs will increase the linguistic and language competency of ELs such that they can be successful in school and as a result be reclassified.
&quot;Little by Little:&quot; Classroom Practices That Can Silence Latino Kindergartners
Author: Kolano, Lan Quach
Date: 2012-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Kindergarten,Teaching Methods,Spanish Speaking,Language Usage,Case Studies,Participant Observation,Teacher Attitudes,Cultural Relevance,Interaction,Social Influences,School Role,Semi Structured Interviews,English Language Learners,Classroom Techniques,Qualitative Research

This study explored the role of school in promoting positive bicultural and bilingual identities through the encouragement of Spanish use in 7 Latino children in 1 kindergarten classroom in North Carolina. Using a case study approach, researchers collected data through participant observations and interviews to examine the classroom practices of teachers with self-reported positive attitudes toward the use of Spanish by their students in this school. The results from the data revealed that there was a disconnect between what teachers espoused about heritage-language retention and the actual practices used to encourage native language use. While teachers openly stated in interviews that it was important for the Latino students to continue to speak and use their native language, the culture of the classroom and common practices used in this classroom failed to provide these Latino students with meaningful interactions with one another or their native English-speaking peers. In fact, mandates for silence and the separation of students in the kindergarten classroom resulted in very little use of language, whether in Spanish or in English. Implications for educators are discussed.
How TESOL Educators Teach Nonnative English-Speaking Teachers
Author: Frazier, Stefan
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Language Teachers,English (Second Language),Second Language Learning,Teacher Surveys,Language Proficiency,Graduate Study,Masters Programs,Teacher Student Relationship,Interaction,Teacher Educators,Preservice Teachers,Native Speakers,Standards

This paper reports the results of a survey of California TESOL educators about issues related to nonnative English-speaking teachers (NNESTs). A good deal of research suggests that NNESTs are as effective, if not more so, than native English-speaking teachers (NESTs) and that their treatment in today's work world should be reconsidered; in addition, much research has interrogated the &quot;native/nonnative&quot; dichotomy itself, that is, whether we should or even can believe in &quot;native speakers&quot; and &quot;nonnative speakers&quot; of English. What seems to be missing, however, is a discussion of what graduate TESOL educators should be doing with nonnative English-speaking master's students, how they already interact with them, and if and how they treat them in any way &quot;differently.&quot; The survey, conducted by 2 professors in a MA TESOL program, asked TESOL educators in California about how they work with and teach future teachers of ESL or EFL who are both native speakers and nonnative speakers.
Monolingual Teachers in Multilingual Settings: Changing Attitudes and Practices
Author: Pritchard, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Descriptions,English (Second Language),Second Language Learning,Teacher Attitudes,Diaries,Faculty Development,Attitude Change,Knowledge Base for Teaching,Educational Practices,Educational Change,Teaching Skills,Multilingualism,Monolingualism,Observation,English Language Learners,Elementary School Teachers,Secondary School Teachers

This article describes a 6-year, districtwide staff-development project that was implemented in an attempt to change teacher attitudes and practices as they relate to English learners (ELs). The specific goals of the project were (a) to help the district's teachers develop the knowledge base, pedagogical skills, and professional attitudes required to provide the English learners enrolled in their classrooms with effective English language development and academic subject matter instruction, and (b) to enable the teachers who still needed it to earn a Crosscultural, Language, and Academic Development (CLAD) certificate. Reflective journal entries and classroom observations were both learning tools and methods of data collection. Results indicate that the project had a positive impact on teacher attitudes and practices.