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Alefesha, Heba M. N., and Dina Al-Jamal. "Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example." Journal of Ethnic and Cultural Studies 6, no. 1 (2019): 117. http://dx.doi.org/10.29333/ejecs/235.
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The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about immediate family and relatives who are still residing in Syrian, childcare, lack of fulfilling basic needs, and mental hazard are severe social challenges for the Syrian refugees in terms of teaching ESL. Most of financial challenges are centralized to afford the regular family expenses, such as food, clothes, and medicine. Most of the challenges of learning EFL in terms of education include poor educational background, uncomfortable with English, lack of knowledge of teachers to deal with Syrian refugees, and lack of motivation. Budget crisis for addressing the demand of additional learning materials, new class environment, scarcity of teachers and volunteers, and poor academic background of Syrian refugees are major challenges under the institutional related challenges. The study recommends that the curriculum of teaching EFL should be designed easily by using sophisticated and learner friendly teaching methods. If necessary, ESL teachers should pay extra attention to teach EFL to Syrian refugees. For providing extra effort, the institution should pay extra compensation to motivate the teacher.
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Webster, Nina Lee, and Chunlei Lu. "“English Language Learners”: An Analysis of Perplexing ESL-Related Terminology." Language and Literacy 14, no. 3 (2012): 83. http://dx.doi.org/10.20360/g28593.
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In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.
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Panhwar, Abdul Hameed, Abdul Sattar Gopang, Zubair Ahmed Chachar, and Shahnaz Baloch. "Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?" International Journal of English Linguistics 7, no. 5 (2017): 119. http://dx.doi.org/10.5539/ijel.v7n5p119.
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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.
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Makovec, Danijela, and Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving." Mediterranean Journal of Social Sciences 9, no. 4 (2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.
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Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in education as long as possible. We argue that Slovenia is successful in reducing ESL because of a wide-spread network of secondary schools, and measures that are directed in individualization, guidance and support for less successful students. In our estimation, one of the main reasons for the low rate of ESL in Slovenia is also the openness of vocational education system, that allows horizontal and vertical transitions. An area that needs additional attention from policy makers, concerns high-risk groups of students. There is also a need for teachers to develop additional inter-cultural and communication competencies, and schools should receive more funding for Slovenian language courses, working with the Roma, programs individualization for special needs students, extended schooling for students with special needs etc.
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Fu, Tingfeng, and Hossein Nassaji. "Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom." Studies in Second Language Learning and Teaching 6, no. 1 (2016): 159–81. http://dx.doi.org/10.14746/ssllt.2016.6.1.8.
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The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
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Becker, Gail I., and Aaron R. Deris. "Identification of Hispanic English Language Learners in Special Education." Education Research International 2019 (May 19, 2019): 1–9. http://dx.doi.org/10.1155/2019/2967943.
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Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked and remain in ESL programs for their entire school career. The aim of this study was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability. Child study team (CST) members (n=14) working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students. Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs. Therefore, staff members placed the children into special education each time. The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs. Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.
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Lin, Xi, Shu Su, and Alyssa McElwain. "Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students." Journal of International Students 9, no. 4 (2019): 1134–54. http://dx.doi.org/10.32674/jis.v9i4.752.
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This study explores academic stressors and achievement goal orientations of college students, and the relationship between these variables using academic stressors as predictors. As the number of English as a Second Language (ESL) international students has increased rapidly in the US, students’ status (American or ESL international) was also examined. A total of 715 students participated in the study from two universities in the US. Results show that ESL international and American students have different achievement goal orientations and academic stressors. Additionally, student status and academic stressors predict college students’ various goal orientations. The implications provide useful suggestions to higher education professionals in order to better understand and assist diverse students to succeed in academia.
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Salerno, April S., and Elena Andrei. "Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students." AERA Open 7 (January 2021): 233285842110022. http://dx.doi.org/10.1177/23328584211002212.
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Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English as a Second Language (ESL) services. Parents/guardians are asked to complete the surveys when enrolling a student into a school. We collected surveys from the 50 states and the District of Columbia. We completed them as if we were the parent/guardian of six use-case students. Research questions were (1) How do HLS vary from state to state, if at all? What kinds of questions do they ask? (2) How do HLS across the 50 states and the District of Columbia identify, or not, six fictitious students for further ESL screening? We found that states and U.S. Department of Education–approved HLS questions identified students differently due to unclear questions, such as asking bilingual families to name one dominant language. We recommend additional validation measures be taken with survey questions.
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Ong, Wei Ann, Suyansah Swanto, and Asmaa Alsaqqaf. "Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 717–25. http://dx.doi.org/10.17509/ijal.v9i3.23222.
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Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video logs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre-service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants.
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Alsharidi, Norah K. M. "The Use of Twitter Amongst Female Saudi EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 198. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.198.
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Twitter is a popular microblogging site amongst the Saudi population, which means that Saudi EFL learners are now increasingly connected with millions of native English speakers and other EFL/ESL students. This paper shed light on the use of Twitter by female Saudi EFL learners to determine their English learning practices and their perceptions beyond formal learning contexts. Specifically, the research determined the manner by which the participants’ social interactions over Twitter can help with second language (L2) development and the factors that drove them to choose this site to support their L2 learning. To this end, 25 Saudi adult females who were at different levels of study at a local health sciences university in Saudi Arabia were recruited. Underlain by a mixed methods approach, data collection was implemented through survey questionnaires administered to the EFL learners, amongst whom three participated in additional semi-structured interviews. The researcher has provided few recommendations for the future research where use of Twitter in education and its implications for the purpose of teaching.
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Apedaile, Sarah, and Cheryl Whitelaw. "Roots and Connections: A Culturally Integrated Approach to EAL Instruction." TESL Canada Journal 30, no. 1 (2013): 127. http://dx.doi.org/10.18806/tesl.v30i1.1130.
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This article describes a culturally integrated approach to teaching English as an Additional Language (EAL) through Roots and Connections: A Culturally Inte- grated ESL Curriculum for Community Orientation in Alberta. This was devel- oped by the Centre for Intercultural Education to integrate intercultural sensitivity into English-language instruction. Based on a Canadian Language Benchmarks (CLB) approach to language development, it integrates supported community connections and cultural knowledge to provide effective early social integration supports through survival-level language development. This resource is a response to community needs determined through the Rural ESL Enhance- ment Project. Many rural communities in Alberta were struggling to support the needs of increasingly culturally diverse newcomers, including language pro- gramming, settlement services for newcomers, and intercultural sensitivity for community-service providers. This called for a culturally integrated resource in which the content, process, and instructor supports were intentionally designed to meet survival language needs and to develop intercultural sensitivity among all participants, in the service of broader community integration goals. This proj- ect demonstrates the enhanced effectiveness of EAL programming that explicitly engages the diversity of its learners using intercultural communication processes and supports the adoption of a culturally integrated approach to other kinds of part- and full-time EAL programming.Cet article décrit une approche tenant compte de la culture pour l’enseignement de l’anglais en tant que langue supplémentaire par le biais du programme Roots and Connections: A Culturally Integrated ESL Curriculum for Commu- nity Orientation in Alberta. Ce programme a été développé par le centre pour l’éducation interculturelle de sorte à intégrer la sensibilité culturelle dans l’édu- cation de langue anglaise. Reposant sur l’approche au développement langagier des niveaux de compétence linguistique canadiens, cette démarche intègre l’appui communautaire et les connaissances culturelles pour fournir un appui précoce en intégration sociale par le biais du développement langagier visant la survie. Cette ressource a été développée en réaction aux besoins communautaires tels que déterminés par un projet visant l’amélioration de l’ALS en milieux ruraux. Plusieurs communautés rurales en Alberta avaient du mal à répondre aux besoins des nouveaux arrivants d’origines culturelles de plus en plus diverses, y compris la programmation linguistique, les services d’établissement pour nouveaux venus et la sensibilité interculturelle pour les prestataires de services communautaires. Il fallait une ressource adaptée culturellement dont le contenu, le processus et les appuis aux enseignants étaient expressément conçus pour répondre aux besoins linguistiques (de survie) et pour développer la sensibilité interculturelle chez tous les participants, au service des objectifs plus vastes d’intégration communautaire. Ce projet démontre l’efficacité accrue d’une programmation en anglais comme langue supplémentaire qui fait explicitement appel à la diversité des apprenants par le biais de processus de communication interculturelle et qui appuie l’adoption d’une approche tenant compte de la culture au sein de d’autres programmes à temps partiel ou à temps plein.
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Hinduja, Preeta, and Martin Thomas. "The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor." FWU Journal of Social Sciences 14, no. 4 (2020): 26–42. http://dx.doi.org/10.51709/fw12723.
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This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.
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Carter, Susan. "English as an additional language (EAL)viva voce: the EAL doctoral oral examination experience." Assessment & Evaluation in Higher Education 37, no. 3 (2011): 273–84. http://dx.doi.org/10.1080/02602938.2010.528555.
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Carter, Susan. "Volunteer Support of English as an Additional Language (EAL) for Doctoral Students." International Journal of Doctoral Studies 4 (2009): 013–25. http://dx.doi.org/10.28945/43.
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Wei, Rining, and Jieyun Feng. "Implementing CLIL for young learners in an EFL context beyond Europe." English Today 31, no. 1 (2015): 55–60. http://dx.doi.org/10.1017/s0266078414000558.
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Content and Language Integrated Learning (CLIL) is ‘a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language’ (Coyle, Hood & Marsh, 2010: 1). It represents a model of bilingual education which, broadly speaking, involves some use of two (or more) languages of instruction in connection with teaching courses other than language per se.
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M. Rafiq, Karmila Rafiqah, and Harwati Hashim. "Augmented Reality Game (ARG), 21st century skills and ESL classroom." Journal of Educational and Learning Studies 1, no. 1 (2018): 29. http://dx.doi.org/10.32698/0232.
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The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.
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McKelvey, Róisín. "Language Provision in Education: A View from Scotland." Social Inclusion 5, no. 4 (2017): 78–86. http://dx.doi.org/10.17645/si.v5i4.1150.
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A tension between mobility and inclusion can be seen in public sector attempts to respond to the increasingly multilingual nature of the Scottish population. Increased mobility has contributed to greater linguistic diversity, which has led to growing demand for multilingual public services. Legal instruments and education policy in Scotland provide a promising framework in terms of promoting language learning and multilingualism, but implementation is not always successful and responding to linguistic diversity among pupils is beset with challenges. This article will consider some of these challenges, both practical and attitudinal, reflecting on language teaching in Scotland and on issues raised during interviews with officials from the English as an additional language (EAL) services in Edinburgh and Glasgow. Language teaching often does not take into account the linguistic diversity present—despite the opportunity for a more inclusive approach offered by Scottish Government strategy—and this risks reinforcing negative beliefs about significant allochthonous languages in Scotland. In these circumstances, meeting the linguistic needs of increasingly multilingual school populations in an inclusive way is a challenging task.
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WARD, MONICA. "The additional uses of CALL in the endangered language context." ReCALL 16, no. 2 (2004): 345–59. http://dx.doi.org/10.1017/s0958344004000722.
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This paper considers the additional uses of CALL in the Endangered Language (EL) context. It briefly reviews ELs and reports on CALL for ELs in general. It then reviews the extra uses of CALL for ELs; these include changing negative attitudes towards the language, arousing interest in the language and contributing to language maintenance and documentation. In order to demonstrate the benefits of CALL for an EL, three examples are presented. Each of the ELs discussed in this paper could be considered to be on a different scale on the Fishman (1991) Scale for an EL. The first CALL application discussed is a program for Irish for primary school children. Irish is a Celtic language and is only regularly used by about 10,000 speakers in Ireland. The main aim of the program was to try to increase the children’s motivation to study Irish, which is a compulsory subject in schools in Ireland. The second application is a literacy program for Tojolab’al, a Mayan language spoken in Chiapas, Mexico. Tojolab’al could be considered to be a relatively stable language (30,000–40,000 speakers out of an ethnic population of about 80,000 people), but it has very few literate speakers. The idea of this project was to develop CALL courseware to teach literacy, beginning with the letters and then progressing to words and phrases. The third example is CALL courseware for Nawat, an Uto-Aztecan language of El Salvador. The remaining 150 speakers of Nawat are mainly elderly and illiterate and this courseware aimed to document and develop courseware for the language, while the remaining speakers were still alive. The paper concludes with lessons learnt for ELs in general from these three specific examples. It surmises that despite the difficulties involved in the CALL for EL context, if a pragmatic approach is adopted, CALL materials can have positive social benefits, which probably outweigh its contribution to language learning in the short-term. The effort involved in CALL for ELs is definitely worthwhile.
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O’BRIEN, ANNE, and VOLKER HEGELHEIMER. "Integrating CALL into the classroom: the role of podcasting in an ESL listening strategies course." ReCALL 19, no. 2 (2007): 162–80. http://dx.doi.org/10.1017/s0958344007000523.
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Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide additional practice. For the most part, we are still quite a way from what Bax (2003) calls the normalization stage of CALL, i.e., the stage where CALL becomes invisible and truly integrated. Podcasting, a new method of delivering on-demand audio and video files via the Web, shows promise as a technology that may allow teachers to expand the confines of their classrooms, and is becoming increasingly popular in educational contexts. Current use of podcasting in education remains, however, limited primarily to the delivery of recorded lectures in a portable, online format. We believe podcasting has the potential to not only act as a rich source of input and instruction for students in the language classroom, but also to transform instruction. Consequently, this paper describes a structured attempt to integrate CALL activities in the form of podcasts into an academic English as a Second Language (ESL) course on listening strategies. Preliminary evaluation of this ongoing project suggests that both the teacher and the students find the podcasts to be a positive component of the course.
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Kan, Rachel T. Y., and Victoria A. Murphy. "Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language." Studies in Second Language Learning and Teaching 10, no. 3 (2020): 579–605. http://dx.doi.org/10.14746/ssllt.2020.10.3.8.
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Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
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Wager, Amanda, George Belliveau, Jaime Beck, and Graham W. Lea. "Exploring Drama as an Additional Language through Research-based Theatre." Scenario: A Journal of Performative Teaching, Learning, Research III, no. 2 (2009): 47–60. http://dx.doi.org/10.33178/scenario.3.2.4.
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This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leaders’ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece. This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leaders’ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece.
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Nguyen, Trien, Angela Trimarchi, and Julia Williams. "9. Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?" Collected Essays on Learning and Teaching 5 (June 19, 2012): 50. http://dx.doi.org/10.22329/celt.v5i0.3414.
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In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with several second languages, but the combination of economics and English has not been explored in the literature. Our research involved teaching English as an Additional Language (EAL) to international students taking an introductory economics course. Ten voluntary participants completed pre- and post-treatment assessments as well as exit interviews. Assessment results indicate that vocabulary instruction is correlated to success in economics although reading strategy instruction did not have the same impact.
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Davaasambuu, Sarantsetseg, Jessica Cinelli, and Christine Zagari. "Adult Noncredit Students’ Priorities and Satisfaction." Adult Learning 31, no. 2 (2019): 57–68. http://dx.doi.org/10.1177/1045159519875582.
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Background. Adult Student Priorities Survey (ASPS) from Ruffalo Noel Levitz was utilized to examine the level of importance and the level of satisfaction of continuing education students in allied health care and English as a second language (ESL) programs at Kingborough Community College, Brooklyn, NY. Method. Mean scores for both “importance” and “satisfaction” items were calculated by summing participants’ ratings (1-7 Likert-type scale) and dividing them by the number respondents. Mean scores for each scale were also calculated by summing all respondents’ scale scores and dividing them by the number of respondents. Gaps between importance and satisfaction were calculated by subtracting the score for satisfaction from the score for importance. The mean scores of allied health care students were compared with mean scores of ESL students. Results. The highest gap score was observed for academic services (0.91) followed by service excellence (0.85) as reported by the allied health care group, showing that students reported high importance but low satisfaction. There were no statistically significant differences between the average score of the two groups, indicating that the ratings were similar for the groups. Conclusion. Based on our findings, simple fixes such as extending registration times, having additional college and career advisors on staff, and training existing staff on customer service skills have the potential to increase enrollment and revenue, thereby giving us the resources to offer additional classes and programs in response to student needs.
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Kasanga, L. A. "Requests in English by second-language users." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 123–53. http://dx.doi.org/10.1075/itl.119-120.09kas.
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Abstract The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students' spontaneous speech. For comparative purposes, I elicited additional data by means of a discourse-completion task (DCT). One finding is that the students' knowledge of contextual use of requesting strategies in English is inadequate because their requests are of (very) limited range and inappropriate in context. The in-appropriacy of the requests was confirmed by native speakers' judgments. One explanation of the inadequacy of the students' pragmatic knowledge is the lack of exposure to the whole gamut of requesting devices. Another may have a strategic dimension. Also important is the explanation of transfer from the first language/s (Ll/s) : learners may be simply carrying over into English structures translated from their L1. From a pedagogical point of view, it is suggested that discourse and pragmatic knowledge be systematically taught to avoid miscommunication and negative reactions from native and competent non-native speakers of English. The suggestion of teaching pragmatic knowledge seems to be supported by the finding about one subject who, after exposure to a variety of requesting expressions, seemed to modify the pattern of her requests.
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Xiao, Yuehai, and Angel Zhao. "Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners." International Journal of English Linguistics 10, no. 5 (2020): 360. http://dx.doi.org/10.5539/ijel.v10n5p360.
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The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and socially constructed (Piaget, 1970; Vygotsky, 1981). In light of the constructivists’ educational philosophy, it is argued that the EAL teachers need to possess knowledge in cognate disciplines to mediate the EAL students’ construction of their individualized linguistic and intercultural knowledge in dynamic, specific learning contexts. Finally, innovative pedagogical suggestions for what to cover and how to deliver the second language (L2) academic writing class with EAL students are offered.
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Brooks, Gavin, Jon Clenton, and Simon Fraser. "Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension." Studies in Second Language Learning and Teaching 11, no. 3 (2021): 351–76. http://dx.doi.org/10.14746/ssllt.2021.11.3.3.
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This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.
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Briffett Aktaş, Carla. "Listening to Young Children: Applying Montessori’s Method to English as an Additional Language (EAL) Education." International Journal of Elementary Education 6, no. 1 (2017): 1. http://dx.doi.org/10.11648/j.ijeedu.20170601.11.
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Murphy, Victoria, J. Karemaker, K. Sylva, G. Kanji, and F. Jelley. "Effective intervention to support oral language skills in English as an additional language in the early years." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 1–18. http://dx.doi.org/10.35903/teanga.v10i0.67.
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Increasingly, children enter Early Childhood Education and Care (ECEC) settings with English as an additional language (EAL) and for many of these linguistically diverse children, their knowledge and skills in the English language is less-well developed than native-speaking (NS) peers. Much research over the past few decades has indicated how important early language and emergent literacy development is within ECEC settings, as children’s skills in these domains underpins later literacy development and academic achievement. Furthermore, many children from linguistically diverse backgrounds tend to have less well-developed vocabulary knowledge and struggle with aspects of literacy later on. In this paper we present the findings of a Professional Development (PD) intervention study aimed at helping teachers to develop and implement effective strategies that support oral language skills in both EAL and NS pupils. We discuss these findings in relation to two other oral language interventions where the focus was on working directly with pupils. We argue that whereas evidence suggests interventions working directly with pupils can be more effective on improved child language outcomes, we need to focus more energy on developing good PD for Early Years Practitioners to support them in their critical roles in children’s educational development.
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Gándara, Patricia, and Russell W. Rumberger. "Defining an Adequate Education for English Learners." Education Finance and Policy 3, no. 1 (2008): 130–48. http://dx.doi.org/10.1162/edfp.2008.3.1.130.
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This article explores the components of an “adequate” education for linguistic minority students in California and attempts to distinguish these from the components of an adequate education for low-income students who are native English speakers. About 1.6 million students were classified as English learners (ELs) in California in 2006. We argue that in order to determine the costs of educating these students, it is necessary to specify the goals of instruction. Four possible goals are: (1) reclassification to fluent English proficient (FEP) only; (2) reclassification to FEP and maintenance of academic proficiency; (3) reclassification with biliteracy; and (4) reclassification and closing of achievement gaps. Each goal implies different resource needs. We conclude that most additional resources needed by EL students are similar to those for other low-income children; some specific areas of need that differ are English language development (ELD) materials and additional skills for teachers. Biliteracy can be achieved with modest additional investment.
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Deschambault, Ryan. "Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools." Canadian Journal of Applied Linguistics 21, no. 2 (2019): 46–79. http://dx.doi.org/10.7202/1057965ar.
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This article examines the relationship between international education and English as an additional language (EAL) education in British Columbia’s public education system. Drawing on a wide range of data generated as part of a longitudinal study of high school aged fee-paying international students (FISs) in an urban school district in British Columbia, I make the case that FIS recruitment and presence is having a socializing impact on EAL education in British Columbia’s public schools. In contrast to the way FISs are accounted for in official government statistics, I show how, across multiple actors and dimensions of the public system, FISs are routinely treated and represented as English language learners (ELLs). I argue that these routinized constructions are evidence of the multilayered socialization of EAL education by internationalization efforts in British Columbia’s K-12 sector, and discuss some of the ways this FIS socialization is consequential for EAL learning and teaching in public high schools. I situate my discussion of the FIS-EAL relationship within the larger context of applied linguistics and education-related research on internationalization and educational migration in K-12 settings, and raise questions about how FIS socialization is relevant to discussions of public education.
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Dixon, Sally, and Denise Angelo. "Dodgy data, language invisibility and the implications for social inclusion." Australian Review of Applied Linguistics 37, no. 3 (2014): 213–33. http://dx.doi.org/10.1075/aral.37.3.02dix.
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As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in school system data. A proliferation of inaccurate, illogical and incomplete data exists about students’ home languages and their status as English as an Additional Language/Dialect (EAL/D) learners in schools. This is strongly suggestive of the fact that ‘language’ is not perceived by school systems as a significant operative variable in student performance, not even in the current education climate of data-driven improvement. Moreover, the National Assessment Program – Literacy and Numeracy (NAPLAN), the annual standardised testing regime, does not collect relevant information on students’ language repertoires and levels of proficiency in Standard Australian English (SAE). Indigenous students who are over-represented in NAPLAN under-performance data are targeted through ‘Closing the Gap’ for interventions to raise their literacy and numeracy achievements (in SAE). However, Indigenous students who are EAL/D learners cannot be disaggregated by system data from their counterparts already fluent in SAE. Reasons behind such profound language invisibility are discussed, as well as the implications for social inclusion of Indigenous students in education.
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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.
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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into six major sections, dealing with various topics, as follows: I. Innovative teaching strategies (Chapters 1-5), II. Teaching strategies and language learning issues (Chapters 6-9), III. A review of past language teaching methodology – principles and practices (Chapters 10-15), IV. Using multimedia in English language teaching (Chapters 16-18), V. Curriculum design in the ELT/EFL context (Chapters 19-25) and VI. Teachers’ involvement in the creation, adaptation and selection of teaching materials (Chapters 26-29). Sarjit Kaur and Malini Ganapathy’s contribution, Innovative Ideas to Promote Creative Literacy Practices, tackles the concept of multiliteracy and its association with ICT’s and multimedia that underpin culturally-specific forms of literacy in pluralistic societies. Shobha Shinde, in Innovative Strategies in English Teaching – Learning in the Rural Context deals with strategies that teachers can adopt in a rural learning environment, where students are little exposed to authentic English language. The Use of Adapted Movies from Novels (The Kite Runner and The Namesake) as a Way to Stimulate Reading for Malaysian Students by Saabdev Kumar Sabapathy and Swagata Sinha Roy investigates the benefits of classroom reading practice, through watching a movie. Siti Rafizah Fatimah Osman and Mohamad Jafre Zainol Abidin’s contribution, Role-Play: Taking the Line of Least Resistance presents the way in which experiential learning, through role-play, contributes to the development of learner autonomy. The fifth chapter, A New Horizon in Writing Classes: Increasing Learners’ Autonomy, by Leily Ziglary and Rouzbeh Khalili explores the importance of collocations in language teaching. Language Learning Strategies: Current Issues, by Nafiseh Salehi and Rahim Kaviani examines learning strategies that are conducive to learner autonomy and empowerment. Mariah Ibrahim and Mohamad Jafre Zainol Abidin discuss in their chapter, Pedagogy of the Heart: Understanding Resistance in the English Language Classroom, the way in which students’ skills, behaviours, attitudes and interests are affected by what students actually bring from outside the classroom. The eighth chapter, Students’ and Teachers’ Preferences of ESL Classroom Activities, by Punitha Vayaravasamy and Anna Christina Abdullah brings forth the results of research into how teachers’ teaching is being received by Malaysian rural secondary school students. Innovative Ways of Teaching English and Foreign Languages by Peggy Tan Pek Tao looks into how drama and games improve students’ confidence and communicative skills. Collin Jerome’s contribution, titled What Do They Really Need? Developing Reading Activities to Explore the Elements in Literary Texts investigates the attitudes and opinions of undergraduate TESL and ESL students currently taking a specialised literature course. Chapter 11, The Teaching of Writing: Looking at the Real Classroom Scenes, by Mohd. Saat Abbas, Suzihana Shaharan and Yahya Che Lah discusses the efficiency of teaching methods for the development of writing skills in the case of rural secondary school students. Feedback in Process Genre-Based Approach to Teaching Technical Writing, by Shahrina Md Nordin, Norhisham Mohammad and Ena Bhattacharyya examines the role feedback plays in boosting students’ motivation for further study. Sohel Ahmed Chowdhury’s chapter, Lesson Plan and Its Importance in English Language Classroom, analyses the importance of planning, especially in schools with limited resources and teaching aids. Chapter 14, Unteaching Strategies: An Approach Based on Error Analysis, Learners’ Learning Strategies and Task-Based Instruction, by Ma’ssoumeh Bemani Naeini and Ambigapathy Pandian Su-Hie Ting and Mahanita Mahadhir’s contribution, Letting Communicative Purpose Direct Teaching of Grammar: Using the Text-Based Approach, introduces the idea of using the mother tongue in order to achieve the success of their tasks. Annotations in Multimedia On-Screen Text in Comparison to the Printed Text in Enhancing Learners’ of Process-Based Expository Text in Malaysia, by Saraswathy Thurairaj assesses whether the annotations identified in a multimedia on-screen text enable and enhance learners’ comprehension ability. Chapter 17, by Sarjit Kaur and Wong Chiew Lee, titled Transforming ESL Teaching by Embedding Information and Web Literacies into the Classroom, aims at identifying a what a computer-literate student’s skills are and how computer literacy should be integrated within the ESL classroom. Inranee R. Liew’s text, Scary Spiders and Beautiful Butterflies: A Creative Multimedia Approach to Develop Information Literacy Skills in the Integrated Science and English Classroom reinforces the importance of developing and using information literacy skills for lifelong learning. Chapter 19, The ESL Curriculum as an Additional Resource for Making Meaning, by Amy B.M. Tsui provides methodological guidelines as to teaching through story-writing. Mohamed Abu Bakar discusses the importance of teaching presentation skills in his chapter titled Speaking in the Language Curriculum: The Challenges of Presenting. In Chapter 21, GOLDEN RICE: Using Simulations in EAP Classes, Shashi Naidu tackles the issue of adapting simulations for Malaysian EAP classrooms at tertiary level. Are the Teaching Practices of Preschool Teachers in Accordance with the Principles and Learning Components of the National Preschool Curriculum? by Lily Law presents the result of a study aiming at assessing activities meant to meet the requirements of the National Preschool Curriculum. Mohammad Alshehab discusses in his chapter, The Contribution of Language Planning on Military Terminology provides practical suggestions as to the development of military students’ specialised lexicon. Chapter 24, The EFL Constructivist Classroom, by Hosna Hosseini, provides useful information for syllabus designers in organizing the curriculum based on “constructivist epistemology”. Zhang Xiaohong’s contribution, The Role of EFL Teachers’ Knowledge in Current EFL Curriculum Reform: An Understanding from a Reconstructionist Perspective tackles the importance of reconstructionist philosophy for teacher continuous education. Chapter 26, Using Materials Development to Bridge the Gap Between Theory and Practice, by Brian Tomlinson advocates the process of materials development in boosting teacher’s confidence and students’ involvement. Ting Su Hie and Diana Carol discuss in Teething Problems in Materials Development for Teaching Social Interaction Skills in English an experience of adopting a genre-based approach to creating a set of materials aimed at both students and teachers for the teaching of social interaction skills in English. In the chapter Principles to Follow When Adopting and Adapting Textbooks and Materials Earl D. Wyman brings forth a matrix for selecting, adopting or adapting teaching materials. Norhisham Mohamed and Alauyah Johari investigate in Politeness Strategies as an Incorporated Component in Material Development politeness strategies considered as such in a Malay academic setting. All in all, the book is an interesting source of information about the Malaysian educational settings.
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Ortega Martín, José Luis, and Sonia Peña García. "Comparative study on language support classrooms: the case of Andalusia and England." Aula Abierta 48, no. 2 (2019): 213–20. http://dx.doi.org/10.17811/rifie.48.2.2019.213-220.
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Today the presence of immigrant students in Europe has led to a series of measures and actions to tackle this multicultural reality. In this study we present the functioning and characteristics of language support classrooms and compare Temporary Language Adaptation Classrooms (ATAL, from its initials in Spanish) in Andalusia and the teaching of English as an Additional Language (EAL) in England. Similarly, this study presents the opinion of the students and teachers regarding the materials and activities used in the ATAL and EAL classrooms. Our investigation, which involved 202 students and 23 teachers, employed a descriptive and correlational method with data collected through a series of questionnaires that measure the opinion of students and teachers regarding the materials and activities used in these classrooms. The results obtained indicate the existence of positive and negative aspects of both programmes and show the levels of student-perceived appropriateness of target language materials employed by teachers in the support classrooms. This study concludes with an overview of the current situation and considerations for possible future improvements
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Spencer, James. "Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe." Journal of Research in International Education 20, no. 2 (2021): 171–86. http://dx.doi.org/10.1177/14752409211033749.
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This article highlights the need to understand mainstream international secondary school teachers’ attitudes to and experiences of accommodating English as an Additional Language (EAL) learners, and what current collaborative relationships there are between mainstream and EAL teachers in terms of co-teaching and co-planning. The article draws on data collected from a questionnaire sent to secondary teachers at an international school in a major city in Ukraine and to other international schools that offer International Baccalaureate programmes in Eastern Europe. The questionnaire investigated English language training in education, attitudes to EAL in mainstream subjects and participants’ collaboration with EAL teachers. Further follow-up qualitative data collected from a focus group in the school in Ukraine investigated the topics of competencies, responsibilities and collaboration with respect to EAL in the mainstream classroom. Building on this data, the discussion ultimately focuses on the challenges for mainstream teachers and how collaboration with EAL teachers is often confused and lacks definition in terms of current practice and ways forward. Recommendations for next steps of research are made.
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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.
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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.
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Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.
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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
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Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL." Problems of Education in the 21st Century 77, no. 5 (2019): 636–49. http://dx.doi.org/10.33225/pec/19.77.636.
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The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.
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Makarova, Elena A. "Teaching Foreign Language Speaking Skills Through Peer-Tutoring." Integration of Education, no. 3 (September 28, 2018): 551–68. http://dx.doi.org/10.15507/1991-9468.092.022.201803.551-568.
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Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration of modern pedagogical, psychological and linguistic knowledge. The aim of the study is to prove experimentally the effectiveness of peer assisted learning organized within the regular classroom settings. Materials and Methods. The study is concerned with a peer assisted learning strategy aimed at the development of EFL speaking skills of low-skilled students. Unlike international practice of extra-curricular peer tutoring the given strategy is used among well-acquainted students within the regular classroom settings. Peer assisted learning is based on both qualitative and quantitative methods such as data collection of both foreign and Russian teachers, linguists and psychologists, analysis and generalizations along with the communicative language teaching method, experiment and observation . Results. As a result, the criteria for selection of peer tutors were formulated, a new structural component of peer assisted learning was developed and implemented, stages of teaching EFL speaking skills were pointed out, vocabulary and exercises appropriate to students’ knowledge and experience were selected. The researched model of peer assisted learning made it possible to integrate basic principles of the communicative method. Discussion and Conclusions. Through peer assisted learning tutees benefit by developing and practicing communicative skills, increasing motivation. All tutors and tutees are actively engaged in work, develop responsibility and collaboration, and improve academic achievements. The effectiveness is provided by systematic peer assisted learning, coordinated work of students in pairs/threes, taking top-down and bottomup approaches to teaching speaking, proper selection of vocabulary and exercises. The obtained results contribute to the study of problems of teaching speaking and motivate further study of peer tutoring and making additional experiments.
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Ramsin, Araya, and Hayley J Mayall. "Assessing ESL Learners’ Online Learning Self-Efficacy in Thailand: Are They Ready?" Journal of Information Technology Education: Research 18 (2019): 467–79. http://dx.doi.org/10.28945/4452.
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Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy. Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions. Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale. Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses. Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institution can consider offering courses that are entirely online. Recommendation for Researchers: Faculty and institution readiness for the adoption of online learning should also be taken into consideration in future work. To address the identified limitations, we recommend that inclusion of participants from across content domain would provide a more representative and generalizable result. Impact on Society: Incorporation of online learning as a standard instructional strategy will improve access to the educational system within Thailand. Assessing student readiness for this non-traditional way of learning may facilitate institutions’ ability to better plan how to effectively incorporate online learning into its curricula. Future Research: This student focused study was a follow-up to a faculty focused study attempting to indicate the level of readiness for this institution to broadly adopt online learning. Future research could be conducted at the organization/institution perspective using appropriate frameworks to address the last element of readiness for online learning adoption that considers the three facets of student, faculty, and institution. After the completion of this phase of affective/attitudinal research and the implementation of online learning within this institution, we recommend moving on to the measure effectiveness of the new instructional methodology.
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Huertas-Abril, Cristina A. "Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:." Aula Abierta 50, no. 2 (2021): 625–34. http://dx.doi.org/10.17811/rifie.50.2.2021.625-634.
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In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video discussion platform Flipgrid to practice their oral expression and create meanings in EFL during the COVID-19 pandemic. The analysis also aims to analyze whether there are differences based on gender, age and educational stage. The results show that the participants in this study were motivated to use this digital tool that enables them to make comments to their partners’ videos, send messages about the oral texts, and include additional media, among many other options, going then beyond reading texts on a computer screen. This study concludes with a series of considerations for possible future implementations.
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Leung, Constant, and Catriona Scott. "FORMATIVE ASSESSMENT IN LANGUAGE EDUCATION POLICIES: EMERGING LESSONS FROM WALES AND SCOTLAND." Annual Review of Applied Linguistics 29 (March 2009): 64–79. http://dx.doi.org/10.1017/s0267190509090060.
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Formative assessment, particularly in the current form known as Assessment for Learning (AfL), has caught the attention of policymakers in many education jurisdictions. Diverse educational systems such as Hong Kong and Western Canada have publicly endorsed the principles and practice of AfL. In the United Kingdom, progressive devolution of state power from London has meant that Scotland and Wales now have national autonomy in education matters. In a dramatic reversal of policy, both of these “home” countries have in the past four years dismantled the heavily test-oriented schooling regime. Instead both the Welsh and Scottish administrations have adopted assessment policies that prioritize learning. This article discusses (1) the political and ideological trajectories that have supported the emergence of the for-learning assessment policies and (2) the fit (or lack of) between AfL principles and the prevailing espoused educational values in these two nations. The potential impact of these developments for assessment of English as an additional/second language (EAL) in schooling education will be discussed.
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Dixon, Chris, Jenny Thomson, and Silke Fricke. "Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school." Child Language Teaching and Therapy 36, no. 2 (2020): 91–108. http://dx.doi.org/10.1177/0265659020925875.
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Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.
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Louber, Ismael. "A Critical Review of EFL Teacher Supervision Models." International Journal of Teacher Education and Professional Development 2, no. 1 (2019): 1–11. http://dx.doi.org/10.4018/ijtepd.2019010101.
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Teacher supervision plays a significant role in teacher education in general and in professional development in particular. Whilst supervision occurs at several levels and in different contexts, it plays a particularly important role in pre-service teacher training. Nonetheless, it still retains an important place in in-service teacher education. This article critically reviews the main supervisory models and approaches with particular respect to language teacher education. For many English as a foreign language (EFL) teachers, the notion of supervision can be a source of concern; therefore, this paper attempts to shed light on the various approaches and theories that have shaped the field of teacher supervision in general education and in EFL in particular. Finally, the article offers additional insights to practitioners into a different perspective on supervision from a post-method outlook with the idea of epistemology of practice as a central notion.
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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Zhang, Hao, Wu-Yuin Hwang, Shih-Ying Tseng, and Holly S. L. Chen. "Collaborative Drama-Based EFL Learning in Familiar Contexts." Journal of Educational Computing Research 57, no. 3 (2018): 697–722. http://dx.doi.org/10.1177/0735633118757731.
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Contextual learning has been recognized as an important method for English as a Foreign Language (EFL) learning and drama was also usually employed to be a good activity for EFL learning which guided learners to interact and use body language to practice English. However, there were few studies to consider both drama and authentic contexts together with mobile devices to facilitate EFL learning. In this research, we developed a contextual drama (CD) system in mobile devices for EFL learning. Students can use CD system to prepare, make, and conduct drama with voices, photos, and texts in authentic contexts to improve English learning. Our goal is to examine how CD system and collaborative CD influences students' learning behaviors and achievement. One quasi-experiment design was conducted with 78 participants, who were the fifth-grade elementary school students during a 5-week experimental period. The results demonstrated that drama-based learning in authentic contexts resulted in better learning achievements than traditional methods. Moreover, we found that collaboration, as key in drama-based EFL learning, could promote peer discussion and therefore help students improve students' storytelling and writing abilities. Students' improved abilities were demonstrated in their sentence complexity and diversity. Additional analysis results derived from the interviews and observations also revealed that students' body languages usage and their engagement in drama activities have significant effect on their learning achievement.
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Carr, Wendy. "Intensive French in British Columbia: Student and Parent Perspectives and English as Additional Language (EAL) Student Performance." Canadian Modern Language Review 65, no. 5 (2009): 787–815. http://dx.doi.org/10.3138/cmlr.65.5.787.
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Patrick, Finola Iba anak, and Azlina Abdul Aziz. "Exploring Match Plate’s Potential in Aiding Pupils’ Writing Skills." International Journal of Learning, Teaching and Educational Research 20, no. 5 (2021): 96–122. http://dx.doi.org/10.26803/ijlter.20.5.6.
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Teaching of writing skills has become a growing concern for teachers with the implementation of CEFR aligned curriculum in recent years. Lack of relevant materials and resources is one of the contributing factors to this concern. Furthermore, writing skill acquisition could pose a challenge in the primary ESL classroom. Therefore, this study was conducted in a suburban primary school with the aim to discover Match Plate's potential in aiding pupils' writing skills. This research employed action research as the research design, and utilised three data collection methods, namely a pre-test and post-test, questionnaire and observation checklist. A total of ten participants were involved in this study. The findings revealed that there is a positive increment in the post-test results as compared to the pre-test results. Based on the survey questionnaire, most participants showed positive perceptions towards the use of Match Plate. Additionally, the data gathered from the observation checklist showed that participants were able to build sentences using Match Plate. Hence, the findings suggest that Match Plate shows potential to support pupils’ mastering of writing skills. Apart from that, pupils' positive learning attitude could be observed throughout the treatment period. Thus, it is highly recommended for teachers to resort to alternative teaching aids for language teaching.
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Fajobi, Eunice. "English Fricative Rendition of Educated Speakers of English from a North-Central City of Nigeria." International Journal of Language and Literary Studies 2, no. 3 (2020): 57–79. http://dx.doi.org/10.36892/ijlls.v2i3.321.
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This paper examines the influence of ethnicity on the realization of the English fricatives articulated by selected educated speakers of English from four ethnic groups of Ebira, Igala, Hausa and Okun-Yoruba residing in Lokoja, a North-Central city of Nigeria. Data for the study consist of 1080 tokens elicited from 120 informants. Guided by a synthesis of the theoretical frameworks of Honey’s (1997) Sociophonology and Azevedo’s (1981) Contrastive Phonology, perceptual and acoustic analyses of the data reveal that, although speakers have a tendency to not articulate sounds absent in their phonemic inventory with the dexterity expected of their level of education, co-habitation seems a factor that has robbed off on the speakers’ level of performance in this study: 80% overcame their linguistic challenges to correctly articulate the test items while 30% generally found it difficult to articulate the interdental fricatives /P/ and /D/ and the voiced palato-alveolar fricative /Z/; perhaps, because these sounds are absent in their respective phonemic inventories. The paper submits additionally that, phonology is still resistant to input (cf. Fajobi, 2013), level of education notwithstanding. However, positive social relations could impact positively on language use and competence in any pluralinguistic English as a second language (ESL) environment.
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Ilieva, Roumiana. "EAL in Public Schools in British Columbia." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (2016): 67–81. http://dx.doi.org/10.4018/ijbide.2016070106.
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This article analyzes through the lens of Nancy Fraser's (2008) multidimensional social justice model policies and practices currently guiding English as an additional language (EAL) education in public schools in British Columbia, Canada on the basis of research published in the last decade or so. It highlights directions which Fraser's model guides us to explore in further depth in order to attend more adequately to the diverse linguistic, cultural, and integration needs of EAL students in the Metro Vancouver area. A continuous search for theoretical lenses allowing for more fine-grained analyses of challenges in educating diverse students would equip policy makers and practitioners alike with refined tools to engage more meaningfully with the complexities of diversities in the local contexts within which they work.
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Haque, S. M. Fazlul, and Norah Mofareh Al Salem. "Social Media in EFL Context: Attitudes of Saudi Learners." Journal of Language Teaching and Research 10, no. 5 (2019): 1029. http://dx.doi.org/10.17507/jltr.1005.16.
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This study investigates the impact of Social Media (SM) on students’ attitudes towards the process of learning EFL from the learners’ perspectives. The hypothesised model is developed through social learning theory proposed by Vygotsky (1978). The sample population of this research consists of 228 undergraduate students (153 females and 75 males) enrolled in the Department of English Language at Najran University in Saudi Arabia. The instruments used to gather data from the participants included a self-designed online electronic survey and semi-structured interviews. Results show that Najran University students believe that SM positively improves their understanding of English. Moreover, students agree that SM is a good platform to improve their proficiency in English. They also reported that SM changes their attitudes towards English positively. The findings also indicate that SM is a good platform for students as it provides opportunities for learners to study foreign languages. As SM tools grow and new generations get attached to them, additional studies on the adoption of these tools must be conducted to support students’ learning.