ethanporcaro/eric-fulltext-meta huggingface dataset:
The Meaning of &quot;Citizenship&quot;: Tests, Policy, and English Proficiency
Author: Loring, Ariel
Date: 2013-00-00
Type: Journal Articles
Subjects: Citizenship Education,Citizenship,Immigrants,Language Proficiency,English Language Learners,Policy Analysis,Discourse Analysis,Test Content,Testing,Cultural Capital,Ethnography,United States History,Civics,Educational Practices,Memorization,Educational Change,Curriculum Development,Critical Thinking,Qualitative Research,Observation,Interviews,Adult Education

This paper addresses the ideal of &quot;citizenship&quot; in the US and how particular meanings of history, culture, and language are encoded in government policy and practice. The US government (Citizenship and Immigration Services) presents citizenship as a commitment to shared knowledge and values, and it requires applicants to possess competence in &quot;ordinary English language.&quot; However, a critical discourse analysis of the naturalization test material reveals a &quot;de facto&quot; policy of higher English proficiency than is claimed. Furthermore, the history and civics requirement of the citizenship test demands memorization of only certain historical facts deemed important. Citizenship policy analysis is paralleled by a localized ethnographic study of an adult ESL/citizenship class, where the instructor's teaching perspectives and pedagogy reveal how a different set of citizenship meanings is understood and transmitted to the students than is officially promoted. The paper concludes by offering suggestions for citizenship curricular reform.
Vocabulary Assessment with Varying Levels of Context: A Replication Study
Author: Shepherd, Brenna
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocabulary,Language Patterns,Language Tests,Context Effect,Scores,English (Second Language),Protocol Analysis,Language Proficiency,Native Language,Test Wiseness,Replication (Evaluation),College Students,Statistical Analysis

This replication study investigates how the level of context in vocabulary assessment affects the scores on tests of American idioms. Using Uçkun's methodology of 3 tests with 3 levels of context, 85 participants varying in level from high-beginner to advanced took an online test consisting of 30 questions, 10 questions for each level of context. The tests were matching, sentence-level gap filling, and rational-delete cloze. The participants were nonnative speakers of English living in the US. The scores were analyzed for mean differences and in regard to differences in native language and English proficiency level. No significant differences were seen for native language, but there were significant differences for context level and proficiency level. As an exploratory part of the study, 17 of the participants were asked to perform a think-aloud protocol task while taking the test. Their responses were recorded and analyzed descriptively for insight into test-taking strategies.
Closing the Communication Gap between Undergraduates and International Faculty
Author: Villarreal, Dan
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Teacher Student Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation,Models,Language Teachers,Mixed Methods Research,Socialization,Foreign Nationals,Questionnaires,Language Attitudes,Student Attitudes,Student Role,Indians,Communication Problems

This mixed-method study addressed the &quot;foreign TA problem,&quot; reconceptualizing it as the &quot;communication gap,&quot; an issue created by multiple parties--including bias originating from undergraduates. Experimental sessions measured undergraduates' comprehension of 2 brief lessons taught by an international professor. Between lessons, participants completed 1 of 3 short modules: a bias-stimulation module, a control module, or a linguistic-training module (which confronted both accent misunderstanding and accent bias). While training did not affect comprehension, questionnaire responses revealed a positive effect of training on sociolinguistic attitudes. Follow-up discussion sessions explored undergraduates' experiences with international faculty and responses to the communication gap. Several important themes emerged from these discussions, including effects on academic plans, negative cognitive effects, and a model of undergraduates' socialization into accent bias. The article concludes with recommendations specifically geared toward TESOL professionals' ongoing efforts to close the communication gap, including a greater recognition of undergraduates' role in perpetuating the gap.
Promoting Student Engagement during Integrative Lessons: A Model Classroom
Author: Sturman, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Integrated Activities,Grammar,Vocabulary,Case Studies,Learner Engagement,Mixed Methods Research,High School Students,Classroom Techniques,English Language Learners,Interviews,Student Attitudes,Teacher Attitudes,Teaching Methods,Observation

Using integrative grammar- and vocabulary-related activities, the high school English language development (ELD) teacher in this qualitative case study engaged her students by involving them in their own education. Drawing on research addressing student engagement (Kelley, Lesaux, Kieffer, &amp; Faller, 2010; Norton &amp; Toohey, 2001; Ryan, 2008), I coded 25 hours of field notes for instances of engaged and noncompliant behavior during integrative activities over 6 months during the 2009-2010 school year. The focal teacher employed a mixed-methods approach, and I observed that engagement was high during activities that had students creatively manipulating new grammatical forms and vocabulary words in a variety of ways. My findings suggest that this teacher's methods were generally successful in promoting the engagement of her high school ELD students.
Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing
Author: Cooks, Jamal
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Writing Strategies,Writing Skills,Elementary School Students,School Districts,After School Programs,Scores,Writing Evaluation,Prewriting,Writing Instruction,Achievement Gains,Writing Improvement,Limited English Speaking,Classification,Instructional Effectiveness,Maps,Thinking Skills,Statistical Analysis,Qualitative Research

Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use these strategies to express their ideas more effectively in compositions in a more organized way. The participants were 8 students in grades 3 through 5 in the South Bay School District. The students were participating in an after-school writing class 2 days a week for 6 months. As a result, the overall average of students' writing scores in the areas of &quot;Ideas&quot; and &quot;Organization&quot; increased. While the overall averages were below the proficiency level (3.0), these writing strategies can be seen as having a positive impact on ELLs' writing skills.
A Biliteracy Dialogue Approach to One-on-One Writing Instruction with Bilingual, Mexican, Immigrant Writers
Author: Stegemoller, W. Jason
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy,Dialogs (Language),Academic Discourse,Bilingualism,Tutoring,Biculturalism,Mexican Americans,Immigrants,English (Second Language),Second Language Learning,Undergraduate Students,Questionnaires,Interviews,Writing (Composition),Course Descriptions,Self Concept,Assignments,Educational Experience,Student Attitudes,Writing Instruction,Puerto Ricans

This interpretive study explores the writing and writing experiences of 2 bilingual, Mexican, immigrant undergraduates at a US university. Hornberger and Skilton-Sylvester's (2003) continua model of biliteracy situates writing interactions to understand how students explore and draw on their bilingual and bicultural resources as they develop academic writing in English in the university. Data include questionnaires, literacy history interview-conversations, text-based conversations, student writing, course syllabi, and assignment sheets. Biliteracy dialogues demonstrate how students approached writing. The 1st student, Diego, focused on negotiating what he perceived as appropriate to include in his writing, while the 2nd student, Nicolas, connected to academic reading and writing through previous educational experiences. The findings illustrate the writers' bilingual and bicultural resources, suggesting that biliteracy dialogues have potential to facilitate bilingual writers in developing more confidence in academic writing. The findings have implications for tutoring, conferencing, and other 1-on-1 work with bilingual students.
Student Perceptions of How TESOL Educators Teach Nonnative English-Speaking Teachers
Author: Phillabaum, Scott
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Student Attitudes,Graduate Students,English (Second Language),College Faculty,Native Speakers,Masters Programs,Student Surveys,Language Teachers,Teacher Student Relationship,Teacher Education Programs

Recent research on how TESOL professionals educate nonnative English-speaking students in MA programs indicates a general conviction that native-speaking and nonnative-speaking MA students should be treated equally during their studies in MA programs. Absent from this discussion and much of the literature on this topic, however, are the voices of the students themselves, which raises the question of how well self-reports from TESOL professionals match the perceptions of the students in those MA programs. The current study aims to address this issue. On a survey of current and former students in MA TESOL programs across California, data suggest generally shared perceptions between TESOL professionals and students on the question of whether nonnative English-speaking and native English-speaking students are treated equally during their studies; however, several important differences exist. This paper examines these differences and discusses the mismatches between MA students' perceptions of how nonnative English-speaking students are treated and those of their instructors.
Mainstream English Teachers Working with Nonnative Speakers: How Well Prepared Are They?
Author: Anderson, Chris
Date: 2013-00-00
Type: Journal Articles
Subjects: English Language Learners,Two Year College Students,English Teachers,Teacher Competencies,Second Language Instruction,English (Second Language),Writing Instruction,Writing (Composition),College Faculty,Barriers,Student Diversity,Grammar,Interviews,Alumni

The number of nonnative English speakers and Generation 1.5 students enrolled in mainstream English classes continues to grow, especially in community colleges in California and other western states. Yet most English teachers with degrees in Literature, Creative Writing, or even Composition have not been trained in TOESL and often feel underprepared to work with these students and the specific language and grammar problems they bring into the classroom. A recent study focused on the overall preparedness level of new community college Composition instructors provided some interesting data in this regard, illuminating the unique challenge community college teachers face in the increasingly multicultural and multilingual reality of today's mainstream English classes, which are most often not designed with ESL students in mind.
&quot;There and Back Again&quot; in the Writing Classroom: A Graduate Student's Recursive Journey through Pedagogical Research and Theory Development
Author: Mori, Miki
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Educational Research,Educational Theories,Writing Instruction,Plagiarism,Grammar,Curriculum Design,Educational Policy,College Freshmen,Essays,Educational Change

This article discusses my (recursive) process of theory building and the relationship between research, teaching, and theory development for graduate students. It shows how graduate students can reshape their conceptual frameworks not only through course work, but also through researching classes they teach. Specifically, while analyzing the intersection of modality, evidence, and argument in my students' writing, I began to adopt Bakhtinian (1981) theory of dialogic voicing and appropriation as a framework through which to approach writing development. I examine the influences of curriculum, policy, citation, and plagiarism on student writing and conclude with discussing the changes in my teaching practices.
Multicultural Teacher Education: Why Teachers Say It Matters in Preparing Them for English Language Learners
Author: Kolano, Lan Quach
Date: 2014-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Education,Teacher Education Programs,Immigrants,Hispanic Americans,English Language Learners,Knowledge Base for Teaching,Teacher Attitudes,Program Effectiveness,Questionnaires,Role,Faculty Development,Student Diversity,Classroom Techniques,Surveys,Teacher Characteristics,Cultural Awareness,Educational Needs,Interviews

Numerous studies show that mainstream classroom teachers still remain inadequately prepared to teach diverse students and lack the knowledge base and skills to teach English language learners (ELLs). This has profound implications, particularly in the Southeast, where the rate of school-aged Latino immigrants has grown significantly. Thus, this study examined the perceived effectiveness of teacher-training programs and professional-development experiences of 157 content-area teachers in North and South Carolina. Specifically, researchers analyzed self-report questionnaire data from teachers to explore the role of academic course work, professional development, and multicultural experiences in preparing teachers to work with ELLs and other diverse learners. Overall, teachers overwhelmingly reported feeling underprepared to work with this population until they sought more substantive academic training and professional-development experiences. Teachers had diverse experiences but reported that the quality of courses and depth of multicultural experiences had an impact on their attitudes and classroom practices.
Bridging the Gap: TESOL Training in a Linguistics Department
Author: Holland, Cory
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education,English (Second Language),Second Language Learning,Second Language Instruction,Masters Programs,Linguistics,Departments,Language Teachers,Linguistic Theory,Classroom Techniques,Applied Linguistics,Syntax,Structural Analysis (Linguistics)

The relationship between structural linguists and applied linguists is notoriously uncomfortable; each tends to view the others' focus and methods with suspicion. Despite this uneasy relationship many TESOL-focused master's programs are housed in Linguistics Departments. This article reflects on my experience in 1 such department and makes suggestions for how the 2 halves of the department could be integrated to the advantage of each group. Formal linguistic theory has the potential to very usefully inform classroom practice, while the language classroom is an ideal location to investigate the mechanisms of second language acquisition and add to the body of knowledge on how language acquisition functions. Specific ways in which formal linguistic theory can be applied in the ESL classroom are discussed.
Romanticizing Culture: The Role of Teachers' Cultural Intelligence in Working with Diversity
Author: Molina, Sarina Chugani
Date: 2013-00-00
Type: Journal Articles
Subjects: Role,Cultural Awareness,Intelligence,Teacher Education Programs,English (Second Language),Second Language Learning,Student Diversity,Teaching Methods,Guidelines,Questionnaires,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Teacher Student Relationship,Teacher Attitudes

As the world is becoming increasingly flat (Ang, Van Dyne, Koh, Templer, &amp; Chandrasekar, 2007; Darling-Hammond, 2010; Friedman, 2005), the classroom has become a mirror that often reflects this phenomenon at a microcosmic level. As such, teacher preparation programs are continuing to emphasize the importance of understanding and valuing student cultures to inform teaching practice. This study sought to examine how 10 in-service teachers in the San Diego area understand the role of culture in their daily work with their culturally and linguistically diverse students using the cultural intelligence framework (Earley &amp; Ang, 2003). While the cultural intelligence framework provided some insight into how teachers understood certain aspects of culture in relation to their students, it also brought to light the complexity of defining and assessing cultural competence. In fact, teachers challenged the elevated emphasis on culture in the literature, and instead, highlighted additional competencies of value to them in this work.
Word Lists for Vocabulary Learning and Teaching
Author: Lessard-Clouston, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Word Lists,Teaching Methods,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Academic Discourse,Computational Linguistics,English for Special Purposes

Within the communicative approach, often the assumption has been that with the right exposure, students will simply &quot;pick up&quot; the vocabulary required for learning and using English, and thus there is no need to focus on or teach it. Yet, as many teachers can attest, this is frequently not the case, and there have been recent efforts to reemphasize vocabulary learning and teaching in both research and practice. This article surveys the literature on word lists for vocabulary teaching in English as a second/foreign language (ESL/EFL), especially for adults, briefly summarizing their potential for learners and teachers in learning and teaching English vocabulary. After discussing general and academic word lists, it introduces contributions from recent corpus research resulting in 2 lists of English formulaic expressions and 8 subject-specific English word lists, in fields varying from agriculture, business, and engineering to medicine and theology. Finally, it offers suggestions for their potential in vocabulary teaching.
L1 Use in FL Classrooms: Graduate Students' and Professors' Perceptions of English Use in Foreign Language Courses
Author: Gaebler, Patrick
Date: 2014-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Interference (Language),Classroom Techniques,Student Attitudes,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Observation,Questionnaires,Graduate Students,Classroom Communication,Communicative Competence (Languages),Qualitative Research

This report explores participant perspectives on L1 (English) use in foreign language classrooms. The study includes data collected from 25 participants, 23 students and 2 professors, from the Monterey Institute of International Studies (MIIS). A combination of classroom observations, interviews, and questionnaires were used to collect data. The data were triangulated to determine if the participants' views reflected their actual classroom practices. The data show that while some students found comfort in L1 use, others felt threatened by the L1 and viewed it as an interference. Furthermore, the professors respected their students' views and thus attempted to use the L1 accordingly. Rather than relying on the L1 to facilitate all communication, the professors and students alike included the L1 in their repertoire of learning and teaching strategies. This study suggests that the participants understand the value of L1 but realize that it is not the only tool available.
Curriculum Development 101: Lessons Learned from a Curriculum-Design Project
Author: Albilehi, Reema
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Design,Teacher Education Programs,English for Special Purposes,Art Education,Second Language Instruction,Needs Assessment,Student Educational Objectives,Assignments,Teacher Empowerment,Methods Courses

To better prepare themselves for authentic teaching situations, pre- and in-service teachers should become familiarized with the application of curriculum-development theory in their training programs. The authors will detail how they have become more prepared to face the challenges of course development by outlining their own experience designing a curriculum for an English for Art Purposes course for a leading art school. Being inexperienced teachers themselves and outsiders to curriculum design, the authors outline and share what they learned about creating materials, tasks, and assessment instruments that not only addressed the specific needs and interests of the students, which differ from those of other academic disciplines, but also fulfilled the educational objectives of the art institution itself. Involving preservice teachers in curriculum design will help them to internalize second language teaching theory and have a deeper connection to their own curricula. The authors believe that it is through this curriculum-development process that teachers can experience professional growth and empowerment.
Reconstructing the Theory-to-Practice Narrative
Author: Schulte, Julia
Date: 2013-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Faculty Development,Educational Practices,Language Teachers,English Teachers,Second Language Instruction,Intensive Language Courses,Teaching Skills,Skill Development,Teacher Attitudes,Beliefs,Educational Attitudes,Personal Narratives,Attitude Change,Schemata (Cognition),Learning Processes

Many teacher-development models posit teacher learning as a linear process in which teachers build skills and knowledge while progressing through different stages of expertise. Although this model is attractive for many reasons and often does seem to shed light on some of the aspects of teacher development, this author's own experience largely does not conform to this linear trajectory. In this article, the author describes changes in several aspects of her practice during the course of her 1st year as an ESL teacher at an Intensive English Program (IEP). She situates developments of specific skills, attitudes, and beliefs about teaching within her continually shifting understanding of the interplay between theory and practice.
Making Progress: A Case Study of Academic Literacy Development
Author: Takano, Naoko
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Academic Discourse,Literacy Education,English (Second Language),Second Language Learning,College Freshmen,Interviews,Teacher Attitudes,Student Attitudes,Language Teachers,Observation,Writing (Composition),Remedial Instruction,College Preparation,Foreign Students,Teacher Collaboration

The processes by which unprepared freshmen are able to develop their academic literacy are overlooked by those in the academy. The author will describe a case study of the development of a student's academic literacy in the 1st 3 semesters of college. The information for this project was obtained through interviews with the student and her teacher, observation of her ESL classes, and analysis of her writing. The author will provide 4 major findings of her success studies as well as important implications for students and teachers in the TESOL field.