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Journal articles on the topic 'EAL students'
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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 (December 19, 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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Scott, Ben, and Raina Mason. "Cyber as a Second Language? A Challenge to Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (March 8, 2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.137.
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Cybersecurity pedagogical approaches do not address the challenges faced by students with English as an additional language (EAL). Despite EAL students representing a critical labour force for this important global and multidisciplinary industry, there lacks both research and cohesive solutions to address this issue. Via student interviews and semi-thematic analysis, this paper demonstrates that EAL cybersecurity students express challenges with aspects of cybersecurity content. Secondly, it is shown that predominant cybersecurity education bodies of knowledge and frameworks do not address challenges faced by EAL cybersecurity students.
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Haworth, Penny. "The Quest for a Mainstream EAL Pedagogy." Teachers College Record: The Voice of Scholarship in Education 111, no. 9 (September 2009): 2179–208. http://dx.doi.org/10.1177/016146810911100906.
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Background/Context Previous research shows that class teachers often have little training to teach students with English as an additional language (EAL), so they may operate on a trial-and-error basis, become frustrated easily, feel negative, and have little confidence in their ability to be successful with EAL students. In addition, mainstream teachers may be reluctant to prioritize relevant professional development if there are just a few EAL students in the class. Teacher educators may therefore struggle to help these teachers, particularly because the existing literature seldom provides any guidance on how to adapt effective EAL pedagogic frameworks for use in a busy mainstream class setting. Purpose This inquiry sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. Setting The investigation was undertaken in four primary schools in the central North Island of New Zealand, a region that characteristically has just small numbers of EAL students. Each of these schools became the setting for the study for one term over the course of a four-term school year. Participants In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class took part. The 8 class teachers had a range of general and EAL teaching experience. Research Design A qualitative approach, which used in-class observations interspersed with a series of in-depth reflective discussions with each class teacher, allowed for the evolution of in-depth insights over time. Findings/Results It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class. However, most teachers reported they experienced stress when trying to balance the individual needs of EAL students with those of the rest of the class. Ultimately, it emerged that the teachers’ efforts to develop useful working theories and practices with EAL students were influenced by the dynamic interaction of factors within and across three contextual layers: the personal-professional, the immediate classroom interaction, and the wider educational context. Conclusions/Recommendations In conclusion, it is argued that simply providing teachers with professional input on existing EAL pedagogy addresses just one part of the problem. If teacher educators intend to significantly influence teachers’ practice decisions with EAL students, it may be important to take a broader sociocultural approach that considers the interaction of factors within and across the three contextual layers of teachers’ professional lives.
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Premier, Jessica. "Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms." Australian Journal of Teacher Education 46, no. 8 (August 2021): 1–16. http://dx.doi.org/10.14221/ajte.2021v46n8.1.
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Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate EAL students. However, this paper reveals that teachers require more support to assist them with educating EAL students. The most beneficial forms of support are professional learning, collaboration between staff, and understanding different cultures. This paper also argues that experienced teachers require relevant ongoing professional learning throughout their careers.
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He, Fangzhi. "Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1." Chinese Journal of Applied Linguistics 43, no. 4 (November 1, 2020): 506–24. http://dx.doi.org/10.1515/cjal-2020-0033.
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Abstract Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction. The findings show that, compared with expert writers and native-English-speaking (NES) counterparts, EAL student writers tend to present a weak authorial identity. Furthermore, EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims. The identities that EAL student writers construct in academic writing are also interwoven with EAL students’ English proficiency levels, educational experience, disciplinary conventions, genre affordances, and audience awareness. The findings of this literature review can help teachers and educators raise EAL students’ identity awareness and facilitate students in strategically constructing writer identities in academic writing.
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McGann, Susie, Norman W. Evans, Benjamin L. McMurry, and Kurt Sandholtz. "Challenges in BCOM: Student and Faculty Perceptions on English as an Additional Language." Business and Professional Communication Quarterly 83, no. 3 (August 4, 2020): 309–35. http://dx.doi.org/10.1177/2329490620944880.
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Business remains a popular major for international students in the United States. Little is known, however, about how these students fare in business communication (BCOM) classes. This qualitative study evaluates the challenges and needs of English as an additional language (EAL) students in BCOM courses at a private university in the United States. We surveyed and interviewed 15 BCOM instructors and 30 students previously enrolled in BCOM. Results reveal faculty are aware of some, but not all, of the linguistic, cultural, emotional, time, and accommodation challenges EAL students face. We discuss suggestions for accommodating EAL students’ unique needs in BCOM courses.
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Muharikah, Afifah, Minglin Li, and Jacqueline Roberts. "SCOPING REVIEW OF TEACHING AND LEARNING OF ENGLISH AS AN ADDITIONAL LANGUAGE AMONG AUTISTIC INDIVIDUALS." Malaysian Journal of Learning and Instruction 19, no. 2 (July 31, 2022): 1–35. http://dx.doi.org/10.32890/mjli2022.19.2.1.
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Purpose - The purpose of this scoping review was to examine research studies relating to autistic students in learning English as anAdditional Language (EAL) to outline potential research agendas and to inform EAL educators of current related issues. Methodology - PRISMA-ScR protocol outlined by Tricco et al. (2018) was followed when selecting the relevant studies publishedbefore July 2020 from six prominent databases: Education database, ERIC; Linguistics database, PsycINFO; SAGE, and Scopus. Inaddition, a hand search of Google Scholars was conducted. Inclusion and exclusion criteria were applied to screen the identified data. Findings - From the evidence provided in the eighteen studies identified, the researcher found that current autism research inEAL focused more on teaching strategies and much less on autistic individuals’ EAL learning processes. The 118 autistic participants inthe identified studies displayed highly diverse characteristics, which may explain why the case study was the dominant research approach. They were reported by the identified studies to have strong microlinguistic skills (phonology, morphology, syntax-related) but were weak in macro-linguistic skills (e.g., reading comprehension). The researcher noted that some learning behaviours of autistic students have been reported in addition to some teaching strategies perceived effective for teaching autistic EAL learners such as utilisation of technology and a visual approach. Significance - While there is an increasing number of autistic individuals learning EAL, research on autistic students learning EALand on teaching autistic students EAL has been limited to date. This present study is the first scoping review to investigate existing relevant studies. Despite calling for further investigation into the teaching and learning of autistic students in EAL that involve the perspectives of parents of non-autistic peers, and of the autistic students themselves, interactive patterns of teaching and learning of autistic individuals in EAL classrooms remains an area for further research in the future.
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Thorpe, Sarah. "Supporting EAL students in an international school." Early Years Educator 23, no. 17 (December 2, 2022): 18–19. http://dx.doi.org/10.12968/eyed.2022.23.17.18.
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Arriving in a school or setting where no one speaks your language can bring many challenges. It can be a very positive experience, however it can also be distressing. Through her own teaching experience, Sarah Thorpe discusses how students might feel and gives us insight into how international schools can support them.
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Pilin, Maya, Michael Henry Landry, Scott Roy Douglas, and Amanda Brobbel. "The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (November 24, 2020): 290–313. http://dx.doi.org/10.31468/cjsdwr.827.
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Growing numbers of international students and newcomers attending post-secondary studies means that there are more students using English as an additional language (EAL) at Canadian universities. Consequently, writing centres have recognized the need for specialized training for their tutors as they support these students. However, it is difficult to find research on tutor perspectives about these training programs in a Canadian context. The current project aimed to gather insight regarding tutors’ perceived knowledge and needs in helping students using EAL with their writing. The findings point to a need for tutor development which specifically contributes to supporting EAL writers in the form of ongoing interactive workshops on language awareness, instructional strategies, and communication skills. Twelve writing tutors completed a questionnaire in which they were asked about their previous EAL experiences, their current understanding of tutoring students using EAL, and their training needs in this area. A qualitative analysis revealed that tutors hoped to develop their ability in explaining grammatical rules, as well as improve their communication skills and developing pedagogical skills. These identified areas of development suggest a need to establish formal training in additional language acquisition theory, language awareness, and intercultural communication strategies.
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Tangen, Donna, and Rebecca Spooner-Lane. "Avoiding the deficit model of teaching: Students who have EAL/EAL and learning difficulties." Australian Journal of Learning Difficulties 13, no. 2 (November 2008): 63–71. http://dx.doi.org/10.1080/19404150802380522.
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Itoi, Kiyu. "Re-examining "silence"." SFU Educational Review 12, no. 2 (July 31, 2019): 79–86. http://dx.doi.org/10.21810/sfuer.v12i2.935.
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As part of a larger study exploring academic discourse socialization of a group of students from diverse academic and cultural backgrounds in an international TESOL graduate program in a Canadian university focusing on how they participate in class, how they perceive different modes of participation of other students in the class, and how this affects their academic discourse socialization process, this study explores 12 EAL students’ “silence”/non-oral participation. The study finds that EAL students’ “silence” or non-participation was reflection of different factors such as language related issues, concerns about other students, lack of content knowledge, and personality. It was often the case that students’ “silence” and/or non-oral participation was a result of combination of those factors. Implications for classroom practices and for meeting EAL students’ needs are also discussed.
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Artz, Nicole L., Jesse Robbins, and Suzanne T. Millman. "Outcomes of an Equine Assisted Learning Curriculum to Support Well-Being of Medical Students and Residents." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110164. http://dx.doi.org/10.1177/23821205211016492.
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Objectives of this study were to evaluate an equine assisted learning (EAL) curriculum designed for medical students and resident physicians, and to determine impacts of the curriculum on participant perceptions of burnout and well-being. The EAL curriculum incorporated evidence-based skills and concepts to increase happiness and/or resilience. A pre/post intervention design was used, with 18 EAL participants receiving the curriculum within their month-long community based primary care clerkship elective, and 10 control (CTL) participants who did not receive the curriculum within their clerkship elective. Three waves of surveys tested participant responses before, immediately after, and 3 months after the intervention. Patient Health Questionnaire-4 (PHQ-4) screened for depression and anxiety, and Maslach Burnout Inventory- Human Services Survey for Medical Personnel (MBI) addressed burnout. Analysis of covariance evaluated differences between EAL and CTL groups. EAL participants rated the curriculum highly (9.2 on a 10-point scale). The evaluations were overwhelmingly positive with participants able to identify key concepts that were most helpful, how they would apply those concepts to patient care and interactions with colleagues, and how the horses added value to their learning experience. Significant positive effects of EAL on burnout were identified in terms of improved MBI personal achievement scores, as well as a trend towards improved well-being scores. There was also a trend ( P < .08) towards PHQ-4 depression scores to be lower in EAL group at T3. In conclusion, this study is the first to provide AU: quantitative evidence of positive outcomes associated with an EAL curriculum designed to strengthen well-being in medical students and resident physicians.
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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 (September 7, 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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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 (March 15, 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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Schneider, Britta, and Shem Macdonald. "Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers." Journal of Academic Writing 10, no. 1 (December 18, 2020): 75–86. http://dx.doi.org/10.18552/joaw.v10i1.598.
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The construct of identity in the space of English as an Additional Language (EAL) Higher Degree by Research (HDR) writing has been widely researched with studies exploring students’ identities as constructed through and in the process of writing. However, these studies are often presented in ways that focus on the challenges the writers face citing language barriers and cultural differences and ascribing these students “closed subject positions” with “limited ways of talking about themselves” (Koehne, 2005, p. 118). In response to such deficit views, various studies have explored the multiple and varied identities of HDR EAL as evident in their written reflections and other work, offering a wider range of views. We argue that there is a need for additional nuanced views of these student identities and how they are formed. In this paper we demonstrate how these can be gained by examining student identities as they emerge through spoken interaction. Applying a sociocultural linguistic framework that understands identities as emerging, situationally and relationally dependent (Bucholtz & Hall, 2005), we report how two students formed identities for themselves by talking to us about their experiences of writing using EAL. Our analysis provides nuanced understandings of the multiple identities of EAL HDR students that move beyond the deficit ones we were, and still are, frequently hearing in institutional discourses and demonstrates how the application of this framework can help articulate richness, variety and resourcefulness and challenge essentialised identities of EAL doctoral student writers.
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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 (October 18, 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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Berhanuddin, MA, NF Mohamad, AA Ayoub, M. Kamaruzaman, IH Baharuddin, and IH Ismail. "Model to Aid Teaching of Electronic Apex Locator Use for Endodontics in Dental Pre-Clinical Training – A UiTM Experience Pilot Study." Compendium of Oral Science 8, no. 1 (September 1, 2021): 55–68. http://dx.doi.org/10.24191/cos.v8i0.17483.
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Background: Electronic Apex Locators (EAL) has been increasingly used to facilitate working length determination in endodontics. This instrument is becoming more important to be used in addition to radiographs. A steep learning curve has existed between EAL use in the clinical, from the pre-clinical settings. Objectives: To fabricate a model that will facilitate dental students to use Electronic Apex Locator (EAL) in the dental simulation clinic and to conduct a questionnaire-based survey to investigate Electronic Apex Locator Model (EALM) effectiveness. Materials and Methods: Construction of model master jaw, EALM, using materials available in the prosthetic laboratory. The model can be mounted on the phantom head which when connected to an EAL will simulate its clinical use. A validated questionnaire was distributed to a group of n=10 pre-clinical students before and after demonstration conducted at the simulation clinic. Results: A prototype EALM was successfully fabricated at Universiti Teknologi MARA Dental Prosthetic Laboratory. with features incorporating conductive-media-chamber, with attached anatomically-correct fabricated model teeth. The teeth were constructed incorporating continuous access cavity, root canal, through to a patent apex. When attached to the jaw model, the electrical circuit was connected allowing EAL to function. Conclusion: EALM can be conveniently constructed at the Dental Prosthetic Laboratory by using materials readily available here. Furthermore, a steep learning curve exist between pre-clinical and clinical studies was bridged by the use this EALM and this allowed familiarity of clinical handling EAL. However, this study was limited by the small number of students exposed to this new method. Further prospective study is required by increasing the sample size to provide more significant results.
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Kane, Frances, Lynda Kennedy, Christina Sevdali, Raffaella Folli, and Catrin Rhys. "Language made fun: supporting EAL students in primary education." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 113–25. http://dx.doi.org/10.35903/teanga.v10i0.73.
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Acquisition of English language skills is vital for the successful integration of children into English-medium Education. Newcomer children who are not proficient in the language of instruction may be left vulnerable to exclusion in the classroom and long-term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardos family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both Linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.
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Pierson, Richard. "Assessing EAL students in English and their first language." Assessment and Development Matters 9, no. 3 (2017): 2–4. http://dx.doi.org/10.53841/bpsadm.2017.9.3.2.
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De Jong, Ester J. "Expanding EAL expertise: Taking a multilingual stance." TESOL in Context 28, no. 1 (December 19, 2019): 5–20. http://dx.doi.org/10.21153/tesol2019vol28no1art907.
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English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.
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Berardo, Marcellino. "On Creating an English for Specific Purposes Course for Pharmacy." Issues in Language Instruction 6 (January 10, 2018): 18. http://dx.doi.org/10.17161/ili.v6i0.7028.
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In fall 2016, the School of Pharmacy reached out to the Applied English Center to create an English class for pharmacy students who speak English as an additional language (EAL). The English for specific purposes (ESP) pilot course would target English for the community pharmacy setting. The idea behind the course was to help EAL students who have succeeded in the classroom but need to adjust their pronunciation and oral grammar to be more comprehensible to local Kansas patients.
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Berardo, Marcellino. "On Creating an English for Specific Purposes Course for Pharmacy." Issues in Language Instruction 6, no. 1 (January 10, 2018): 18–28. http://dx.doi.org/10.17161/ili.v6i1.7028.
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In fall 2016, the School of Pharmacy reached out to the Applied English Center to create an English class for pharmacy students who speak English as an additional language (EAL). The English for specific purposes (ESP) pilot course would target English for the community pharmacy setting. The idea behind the course was to help EAL students who have succeeded in the classroom but need to adjust their pronunciation and oral grammar to be more comprehensible to local Kansas patients.
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Garska, Jessica, and Sarah O'Brien. "POWER, IDENTITY, AND CULTURE IN INTERNATIONAL STUDENTS' PERCEPTIONS OF ACADEMIC WRITING." Trabalhos em Linguística Aplicada 58, no. 1 (April 2019): 62–95. http://dx.doi.org/10.1590/010318138653426454991.
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ABSTRACT Issues surrounding English for Academic Purposes (EAP) and its use by English as an additional language (EAL) students in higher education have become increasingly significant in recent years, fueled both by increased international student mobility and increased linguistic and cultural diversity within and outside of the student body. As well as posing language-related challenges, the transfer of EAL students to an English-speaking foreign university also demands the negotiation of new university expectations, channeled through a new cultural environment. While Academic Literacies research has identified that concepts such as power, identity, and culture play a role in academic writing, students’ own perceptions remain relatively unexplored. Consequently, this study analyzes the ways in which EAL students articulate their relationship with academic writing at a tertiary institution in Ireland. Data for this study were gathered through questionnaires and interviews and analyzed through discourse analysis through a critical lens. The findings suggest that while participants generally positively reflect on their ability to negotiate academic writing through the English language, there is nonetheless a high level of conflict between dominant linguistic norms and the students’ expression of their identity and culture.
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Malthus, Caroline, and Hongyan Lu. "“Not a Mission Impossible”." Journal of Asian Pacific Communication 22, no. 1 (February 10, 2012): 120–39. http://dx.doi.org/10.1075/japc.22.1.07mal.
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In New Zealand, Bachelor of Nursing (BN) programmes have in recent years attracted large cohorts of students with English as an additional language (EAL). The authors, a lecturer on the BN and a learning development advisor, observed many students successfully achieving both the BN qualification and nursing registration status. Nevertheless the prevailing discourse around EAL students within this programme, elsewhere at the institution and to some extent in the literature seem to be a deficit model in which lacks, gaps, problems and barriers, especially in communication, often have received more attention than acquired skills. This paper reports on a semi-structured retrospective interview-based study which explored the strategies and factors which in their own views helped 8 BN graduates to develop spoken language. We found that the interaction of socio-cultural learning with personal agency and a proactive approach to learning in academic and workplace contexts seem to have helped these graduates successfully develop communication skills. We argue that positively-focused initiatives for staff and students on both socio-cultural and individual contributions to oral communication development could help other EAL students succeed.
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Finardi, Kyria R., Nádia Silveira, Sebastião Lima, and Ana Rachel Mendes. "MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning." Studies in English Language Teaching 4, no. 4 (October 25, 2016): 473. http://dx.doi.org/10.22158/selt.v4n4p473.
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<p><em>The current digital society requires new approaches to the teaching of English as an Additional Language (EAL). This paper aims at proposing a combination of current blended approaches for the teaching of EAL. It describes a set of activities for an EAL blended course by adopting a Content and Language Integrated Learning approach (CLIL) through an Inverted Classroom approach (IC), alias Inverted CLIL (Finardi, 2015) with the use of a MOOC. It is believed that the integration of a MOOC through an Inverted CLIL approach to EAL may lead to meaningful language and content learning. In addition, it may contribute to the development of students’ autonomy, critical thinking and communication skills.</em></p>
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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 (July 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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Galetcaia, Tatiana, and Loreena Thiessen. "Who is the Real Owner? Or How a Simple Pepsi-Cola Story Can Help Students Build Critical Thinking Skills." TESL Canada Journal 28, no. 1 (November 3, 2010): 115. http://dx.doi.org/10.18806/tesl.v28i1.1063.
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Besides language competence, international students must develop a systematic approach to processing information and follow up with co-construction of the knowledge acquired. Critical thinking is a crucial principle commonly required in North American universities for evaluating academic texts. This practice may present certain difficulties for English-as-an-additional-language (EAL) students, as they may be influenced by cultural norms accepted in the academic environment of their home country or by dissimilar approaches to evaluating academic texts. This article discusses our classroom experience with assisting EAL students, predominantly from China and Saudi Arabia, in developing critical thinking skills; however, the operational model offered may also be useful with students from other cultural backgrounds.
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Nakagawa, Yoshifumi, and Phillip G. Payne. "Experiencing Beach in Australia: Study Abroad Students' Perspectives." Australian Journal of Environmental Education 27, no. 1 (2011): 94–108. http://dx.doi.org/10.1017/s0814062600000100.
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AbstractThe current “Australian-ness” of outdoor environmental education is an evolving “set” of socio-cultural constructions. These constructions can be interpreted within the circumstances of an empirical study of tertiary study abroad students' participation in an undergraduate semester long unit “Experiencing the Australian Landscape” (EAL) as an ambivalent mixture of belonging and beach, or solidity and fuidity. This ambivalence imparts various meanings within and about the Australian context of beach as a “place”. The study is based on an interpretive mixed method ethnographic and phenomenological small-scale case study. It fnds that the beach experience is infuenced by various social discourses, such as neocolonialism, individualism and mobility. Participants experienced the beach in a fuid sense of non-belonging, despite the EAL intention of fostering a place-responsive pedagogy. In order to understand their experience and its alleged link to an enhanced environmental awareness, an embodied dialectic descriptive interpretation of place experience is suggested.
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Abikar, Shamsudin. "Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources." International Journal of Education and Learning 3, no. 1 (April 27, 2021): 56–64. http://dx.doi.org/10.31763/ijele.v3i1.162.
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The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.
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Dofs, Kerstin. "EAL Student Capability: Taking a Leap Through the Dragon’s Gate." Studies in Self-Access Learning Journal 13, no. 4 (December 31, 2022): 409–25. http://dx.doi.org/10.37237/130403.
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This ethnographic study, set at a higher educational institution (HEI) in New Zealand, was inspired by the many English as an additional language (EAL)/international students at HEIs prior to the current pandemic situation in the world. The motivation was to understand the students better from a beyond the Language Self-Access Centre (LSAC) perspective and to see if their needs were met competently. Whereas students were using English in a new educational system and in an unfamiliar society, HEIs aim to internationalise in order to provide excellent education for them. The suggestion here is that a transformation through mutual adjustments would benefit both students and institutions. Reflection on measures for both sides to adopt in adjusting to each other is included.
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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 (May 20, 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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Karolczak, Anna. "On the Unspoken Effort. Language Status, Language Category, and Language-Driven Effort of Adolescents in a Multilingual Environment." Kultura i Edukacja 138, no. 4 (2022): 125–42. http://dx.doi.org/10.15804/kie.2022.04.08.
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The present exploratory study investigated adolescent experiences (N = 84) at a multilingual London college to provide evidence of the psychological factors underlying language-driven effort. It was assessed in a group of students with either English as First Language (EFL) or English as an Additional Language (EAL) status, speaking English to varying degrees, concerning their personal characteristics and environment. The impact of language status and category on such an effort was explored in volunteers of all year groups, using a new theory- and practice-based Language-driven Effort Questionnaire. Differences in language-driven effort among groups with diverse language statuses occurred. EAL students put in more effort, perceiving their environment as motivating and supportive, which was reciprocal, regardless of proficiency. Also, the language category was important for early EAL learners who struggled and were sometimes lonely. The results showed that the sources of language-driven efforts in multilingual settings are both personal and environmental. The need to analyse the individual situation and use flexible methods in the classroom were signalled for the benefit of all pupils who differ in language attributes.
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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 (May 7, 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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Booth, Dawn. "Scaffolding during the formal assessment of young EAL learners." Australian Review of Applied Linguistics 35, no. 1 (January 1, 2012): 5–27. http://dx.doi.org/10.1075/aral.35.1.01boo.
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Despite growing interest in the theorisation of teacher-based assessment (TBA), very little research has paid close attention to how teachers practice assessment embedded in real classroom contexts. This longitudinal study over one school term reports on the TBA of young learners with English as an additional language (EAL) in New Zealand primary schools. Taking a grounded, emic, inductive approach, using teacher logs, classroom observations and interviews, four language support teachers and one classroom teacher across three schools were observed assessing the language abilities of six EAL students. The results of this study identify five key strategies used by teachers to scaffold students at the implementation stage of the assessment process in relation to different summative and formative purposes of assessment. It suggests ways in which scaffolding may prove crucial to the effective implementation of assessing the complex needs of L2 learners and confirms how scaffolding may play an important role in identifying a learner’s potential. This study particularly highlights the need for clear communication between home class and L2 teachers, especially at the planning and monitoring stages of the assessment process where results may be used by different stakeholders for different purposes.
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Thompson, Celia, Janne Morton, and Neomy Storch. "Becoming an applied linguist." Australian Review of Applied Linguistics 39, no. 2 (December 31, 2016): 139–57. http://dx.doi.org/10.1075/aral.39.2.03tho.
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The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to communicate this identity effectively in English, but also how to develop from a writer who simply ventriloquizes the voices of scholarly others to an author who writes with authority and discipline-specific rhetorical knowledge. In the current project, we explored how three EAL students constructed authorial voices through the use of personal and impersonal forms of self-representation and evaluative stance in the Introduction sections of their written PhD Confirmation Reports. Our findings indicate that students combined a complex range of linguistic and rhetorical resources, such as integral and non-integral attribution of sources and attitudinal markers of stance, in their quest to project credible authorial identities as Applied Linguists. We also discovered the effect of these resources on readers to be cumulative. We recommend further research, including interviews with students, supervisors and examiners from across the disciplines, to explore and extend the scope of the present study.
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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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Welcome, Natasha. "Issues that Affect Early Childhood Students with EAL Needs: Exploring Scaffolding Strategies." International Journal of Technology and Inclusive Education 10, no. 1 (June 30, 2021): 1696–705. http://dx.doi.org/10.20533/ijtie.2047.0533.2021.0209.
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Andrew, Martin. "“Like a newborn baby”: Using Journals to Record Changing Identities Beyond the Classroom." TESL Canada Journal 29, no. 1 (February 27, 2012): 57. http://dx.doi.org/10.18806/tesl.v29i1.1089.
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The purpose of this article is to describe the sociocultural learning of 40 secondyear students in a Bachelor of Arts in English-as-an-additional-language (EAL) program in Auckland, New Zealand. These learners participated in a teaching and learning intervention involving journalized community placement. The study illustrates how reflective journals can be used as a vibrant teaching, learning, and assessment tool, enabling students to make connections with the culture of their host country, to reflect on their experiences of language socialization, and to become aware of their own investments. Students from the four categories of EAL learner (immigrants, international students, study-abroad students, and refugees) participated in a real-world community/workplace writing reflective diaries recording their observations and interactions. Qualitative analysis using discourse positioning reveals students describing themselves in relation to themes of changing perceptions of English abilities, changing identities relative to the host culture, and participation as socialization. The article concludes that writing reflective journals helps learners to evaluate how far they have come as learners and citizens and to find spaces for the enhancement of human possibility (Norton,2000). The practical pedagogical implication of the study is that combined with journaling, community placements contribute to a positive, future-focused “pedagogy for authentic being” (Barnett, 2004).
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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 (January 1, 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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Alexandre, Maria Edna Silva de, Cleonice Pereira dos Santos Camino, and Lilian Kelly de Sousa Galvão. "Construction and Validation of the Scale of Attitudes Towards Lynching." Psico-USF 27, no. 4 (October 2022): 613–21. http://dx.doi.org/10.1590/1413-82712022270401.
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Abstract The present study aimed to develop and validate the Scale of Attitudes towards Lynching (Escala de Atitudes frente ao Linchamento - EAL). For this purpose, 2 studies were conducted. Study 1 aimed to test the measure’s structure-based validity and internal consistency and included 428 undergraduate and graduate students from the 5 Brazilian regions, with a mean age of 26.86 (SD =7.92). The results of the first study showed adequate psychometric indexes, indicating the bifactorial structure of the construct: crimes against property (α = 0.97) and heinous crimes (α = 0.97). Study 2 aimed to test the replicability of the bifactorial structure obtained in study 1 and included 481 college students from all Brazilian regions with an average age of 27.47 (SD = 9.23). The results supported the adequacy of the bifactorial solution (GFI = 92, CFI = 97, TLI = 97, RMSEA = 0.08). Overall, the EAL presented satisfactory psychometric characteristics that can support future studies.
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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.
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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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Maphoto, Kgabo, and Kershnee Sevnarayan. "Reimaging feedback for improved academic writing in distance education: Lecturers and markers’ perspectives in South Africa." Journal for Language Teaching 55, no. 2 (May 26, 2022): 147–67. http://dx.doi.org/10.4314/jlt.v55i2.6.
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Specific mechanisms relating feedback to learning are still not understood. One of the most neglected issues in education is the notion of providing constructive feedback to students, in particular, students who speak English as an Additional Language (EAL). EAL students may not cope with academic writing if explicit feedback is not provided. The objective of this paper is to explore markers and lecturers’ perspectives of ffeedback in a first-year Academic Writing module at a Distance Education (DE) institution in South Africa. The study was conducted in a mega module but, due to the qualitative nature of this paper, the participants consisted of seven lecturers and four markers. Using a case study research design, in conjunction with Vygotsky’s (1978) socio-cultural theory and Hattie and Timperley’s (2007) Model of Feedback, this paper argues that feedback needs to be reimaged in DE contexts. From the interviews and an observation schedule, the findings revealed that there is a marked difference between the ways in which markers and lecturers view feedback in students’ assignments. The paper concludes by arguing that the growing diversity of the type of distance education students and the availability of technology call for the reimaging of feedback in DE. In addition, recommendations are provided to aid practitioners to foster quality feedback to improve academic writing proficiency in DE contexts.
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Ho, Mei-ching. "Navigating scholarly writing and international publishing: Individual agency of Taiwanese EAL doctoral students." Journal of English for Academic Purposes 27 (May 2017): 1–13. http://dx.doi.org/10.1016/j.jeap.2017.02.004.
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Allison, Davina. "Learning our Literacy Lessons: EAL/D Students, Critical Literacy, and the National Curriculum." Australian Journal of Language and Literacy 34, no. 2 (June 2011): 181–201. http://dx.doi.org/10.1007/bf03651855.
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Corcoran, James, Antoinette Gagné, and Megan McIntosh. "A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (January 29, 2018): 1. http://dx.doi.org/10.31468/cjsdw/r.v28i0.589.
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Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.
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Corcoran, James, Antoinette Gagné, and Megan McIntosh. "A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (January 29, 2018): 1–25. http://dx.doi.org/10.31468/cjsdwr.589.
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Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.
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Babar, Muhammad Yasir. "EAL Instructors’ Attitudes towards Game-based Learning Adoption in Education: An Exploration of Obstacles." Journal of Education and Literacy Studies (JELS) 1, no. 1 (February 15, 2022): 01–12. http://dx.doi.org/10.37698/jels.v1i1.102.
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The objective of the current study is to explore teachers’ attitudes towards obstacles in game-based learning (GBL) in English as an additional language (EAL) context. The study used a survey with open-ended questions and interviews to collect data. The survey data was gathered from eight university EAL teachers. Four of the survey respondents participated in interviews to explore the obstacles to using GBL. The qualitative data was analyzed through thematic analysis and description. As a result of the analysis of open-ended questions and interview data, three themes associated with the obstacles of GBL namely, lack of time, lack of resources, and students’ preferences emerged. The implication of the study is that teachers acknowledge the benefits of GBL, but they need support for further professional development.
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Dela Cruz, John Wayne. "“I Subtitle Myself”: Affordances and Challenges of Canadian EAL Students’ Plurilingual Learning Strategies in a Francophone College." TESL Canada Journal 38, no. 2 (March 10, 2022): 36–62. http://dx.doi.org/10.18806/tesl.v38i2.1356.
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Canadian multilingualism and multiculturalism are on the rise. Yet, monolingual language instruction remains the standard: students are often discouraged from using their additional languages and teaching materials still lack a plurilingual lens. To further inform the practice of plurilingual pedagogies, this paper reports on results of a convergent mixed methods study that investigated the plurilingual learning strategies of 20 adult English as an additional language (EAL) student tutors and tutees in a Francophone college in Montréal. The study asked (1) What plurilingual strategies do EAL tutors and tutees use to teach and learn English from each other? (2) What are their perceptions of the affordances and challenges of these plurilingual strategies? Data from an observation grid, fieldnotes, and semistructured interviews were analyzed deductively and inductively, and merged for convergence analysis. Results show that (1) participants regularly engaged in plurilingual practices including translation, translanguaging, and crosslinguistic comparisons during the tutoring sessions. Further, (2) participants perceived plurilingual strategies as useful for supporting English language development, fostering positive learning experience and conceptual links; however, they noted challenges pertaining to the monolingual posture of EAL instruction, to English oral production, and to the feasibility of plurilingual pedagogies. Implications for EAL education in multilingual contexts like Canada are discussed.
Le multilinguisme et le multiculturalisme canadien augmente. Pourtant, l’instruction monolingue reste la norme: on décourage souvent les étudiants d’utiliser leurs autres langues et le matériel pédagogique manque encore d’optique plurilingue. Pour informer davantage la pratique de pédagogies plurilingues, cet article présente un rapport sur les résultats d’une étude de méthodes combinées convergentes qui se sont penchées sur les stratégies d’apprentissage de 20 adultes en anglais langue additionnelle (ALA) d’apprenants tuteurs et d’apprenants dans un collège francophone de Montréal. L’étude demandait (1) Quelles stratégies plurilingues les apprenants tuteurs et les apprenants mettent en œuvre pour enseigner et apprendre l’anglais les uns des autres? (2) Quelles sont leurs perceptions des affordances et des défis de ces stratégies plurilingues? Les données tirées d’une grille d’observation, les notes de terrain et des entrevues semistructurées ont été analysées de façon inductive et déductive et mises en commun pour une analyse de convergence. Les résultats ont montré que (1) les participants avaient régulièrement recours à des pratiques plurilingues comme la traduction, le translanguaging et les comparaisons translinguistiques lors des séances d’apprentissage. De plus, (2) les participants ont perçu l’utilité des stratégies plurilingues en ce qu’elles soutenaient le développement de l’anglais, favorisant une expérience d’apprentissage positive et des liens conceptuels; cependant, ils ont remarqué des défis liés à la posture monolingue de l’enseignement de l’ALA, à la production orale en anglais et à la faisabilité des pédagogies plurilingues. Nous discutons des implications pour l’enseignement de l’ALA dans des contextes multilingues comme le Canada.
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Hammond, Jennifer. "Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers." Australian Journal of Language and Literacy 35, no. 2 (June 2012): 223–40. http://dx.doi.org/10.1007/bf03651884.
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Aristizábal, Jorge Alexander. "Using Learning Analytics to Improve Students’ Reading Skills: A case study in an American International School with EAL Students." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 193–214. http://dx.doi.org/10.26817/16925777.434.
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This paper shows how an American International School in Vietnam has been using data and Learning Analytics to learn about students learning from their assessment data and how to use these data to improve, among other areas, the reading skills of their mostly EAL student population. The source of data comes primarily from a Computer Adaptive Testing platform, commonly known as the MAP Growth test, which provides information about Math and Reading skills for each particular student.
The data provided is transformed and presented to educational stakeholders through visualizations created in a specialized software in order to dig into the data and answer the pedagogical questions emerged from teachers and administrators. This process involves a new field know and Learning Analytics and Visual Data Mining in order to find new information not usually evident in school datasets. The results indicate that when teachers identify specific strengths and areas for improvement get into a reflective process that end up in actions plans for overall school and student learning improvement. In addition, learning analytics proves itself to be an effective way to understand what students learn and engage in actions to improve the conditions where learning happens.