Relevant bibliographies by topics / ESOL students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ESOL students'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "ESOL students"

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Stewart, Timothy. "Debate for ESOL Students." TESOL Journal 12, no. 1 (2003): 9–15. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00114.x.

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Abella, Rodolfo. "Notes: Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation." Educational Evaluation and Policy Analysis 14, no. 2 (1992): 169–74. http://dx.doi.org/10.3102/01623737014002169.

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This evaluation examines the process through which the Dade County Public School’ limited English proficient (LEP) students are “exited” (i.e., classified as language proficient) from the English for Speakers of Other Languages (ESOL) Program. Five hundred LEP students participated in the evaluation. The results indicate that student who exit the ESOL program tend to perform successfully in regular classroom settings. Additionally, the Stanford Achievement Test discriminates between LEP and non-LEP student performance on language-related components of the test. Nevertheless, questions were rai
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Peyton, Joy Kreeft, Chuck Jones, Andrea Vincent, and Les Greenblatt. "Implementing Writing Workshop with ESOL Students: Visions and Realities." TESOL Quarterly 28, no. 3 (1994): 469. http://dx.doi.org/10.2307/3587304.

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Eubanks, Paula. "Students Who Don't Speak English: How Art Specialists Adapt Curriculum for ESOL Students." Art Education 55, no. 2 (2002): 40. http://dx.doi.org/10.2307/3193989.

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Delk, Cheryl, and Beth Hoger. "Combining ESOL and Business Communication Students in the U.S. Classroom." TESOL Journal 12, no. 2 (2003): 28–32. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00127.x.

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Bippus, Sharon L., and Zohreh R. Eslami. "Adult ESOL Students and Service-Learning: Voices, Experiences, and Perspectives." TESOL Journal 4, no. 3 (2013): 587–97. http://dx.doi.org/10.1002/tesj.89.

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Mitchell, Kathleen. "A Social Tool: Why and How ESOL Students Use Facebook." CALICO Journal 29, no. 3 (2012): 471–93. http://dx.doi.org/10.11139/cj.29.3.471-493.

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Ginting, Siti Aisyah. "Shadowing Technique; Teaching Listening Skill to ESOL Learners in University." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (2019): 83–87. http://dx.doi.org/10.35307/saltel.v2i2.35.

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The purpose of this paper is to report the effect of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was applied and the technique on collecting the data was administrating pre- and post- tests to the experiment and control groups, which consisted of 40 students in each group. Then, t-test was employed on analyzing the data. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.92, p=. 003 < .05). Therefore, there was a significant effect of applying shadowing technique on students’ list
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Reed, Catherine Finlayson. "We Can Identify and Serve ESOL GATE Students: A Case Study." Gifted Child Today 30, no. 2 (2007): 16–22. http://dx.doi.org/10.4219/gct-2007-29.

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Liu, Dilin. "Plagiarism in ESOL students: is cultural conditioning truly the major culprit?" ELT Journal 59, no. 3 (2005): 234–41. http://dx.doi.org/10.1093/elt/cci043.

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Dissertations / Theses on the topic "ESOL students"

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Netto, Amelia M. "ESOL Students in the Art Room: An Art Educator's Resource Guide." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/100.

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The research conducted in this thesis is centered on the ESOL Hispanic student population, in the art classroom in Georgia. The information contained in this paper is meant to serve as a guide and resource for art educators with high populations of ESOL students in their classrooms. A review of current ESOL best practices in several content areas is included. Based on the research, guidelines and suggestions for accommodating these learners in the art room were developed, as well as a sample unit that includes three lesson plans, PowerPoint presentations and assessment rubrics.
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Price, Sarah. "English for Speakers of Other Languages Students' Perceptions of a Communicative Curriculum in a Family English Class." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715209.

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Fuller, Jessica. "Estamos en este pais: Motivations for English Language Acquisition among Adult Latino ESOL Students." Thesis, Boston College, 2008. http://hdl.handle.net/2345/551.

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Thesis advisor: Sarah Beckjord<br>This thesis examines the motivations for English language acquisition among Latino immigrants currently residing in the United States. By interviewing 34 adult students enrolled in ESOL classes in the Boston area, the author attempts to determine whether their desire for language acquisition is motivated by integrative or instrumental factors. These results are analyzed in light of the current debate on the assimilation of Latino immigrants, ultimately concluding that this segment of the population is indeed desirous of integration into the mainstream U.S. soc
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Lynn, Barbara Casey. "The Manageable Mesh: A Curriculum Design For Second-Grade ESOL Students." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/160.

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This curriculum project was developed to provide the teacher of a self-contained primary ESOL classroom with a workable integration of the critical elements of bilingual education. The project traces the history of bilingual education in the United States. It reviews some of the important legislation and judicial decisions that form the framework for current bilingual education. It examines some learning and language theories that educators translate into practice in instructing, guiding, and evaluating ESOL students. This design was developed for use in a self contained ESOL class in Duval Co
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Valentino, Cristina P. "The Impact of School Reform Design, English Speakers of Other Languages (ESOL) Instruction and Socioeconomic Status on ESOL Students' Reading Achievement." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/225.

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The purpose of this study was to examine how school reform design, English speakers of other languages (ESOL) instruction, and socioeconomic status (SES) impact the academic achievement of ESOL students in Grade 2. Gains in lexile scores on the Scholastic Reading Inventory were used to measure one aspect of academic achievement, namely, general reading ability. The primary research question was: To what extent can gains in lexile scores on the Scholastic Reading Inventory be explained by the independent variable set of school reform design (America's Choice/Direct Instruction), ESOL instructio
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O'Brien, Jason L. "High school social studies teachers' attitudes towards the inclusion of ELL students in mainstream classes." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002082.

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Liu, Tina Meng-Ting. "Strategies to enhance reading comprehension for the NESB students : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2832.

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Reading skills are essential for all students for their successful advancement through school and on into adult life. With limited English, many Non English Speaking Background (NESB) students are under-achieving at school due to their lack of reading ability in English. This research investigates a skills-based program with an emphasis on decoding (often referred to as a bottom-up theoretical perspective) compared to a program emphasising the development of comprehension strategies, where higher level thinking is required (top-down perspective). Using a case study approach with one NESB stude
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Cen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.

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Smartschan, Carl Ernest. "The effect of bilingual word lists on test scores of ESOL science students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

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Feng, Huili. "Senior ESOL students' experiences of and attitudes towards formative assessment in mainstream secondary classrooms." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1058.

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Assessment is one of the key strategies that, if used correctly, can effectively enhance student learning. This study explores senior ESOL (English for Speakers of Other Languages) students' experiences of and attitudes towards formative assessment in the mainstream classroom. The purpose of this study was to investigate how formative assessment might be used effectively to enhance ESOL students' learning from the perspective of senior ESOL students. Data were collected using mixed methods including questionnaires and follow-up interviews with a range of participants from different ethn
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Books on the topic "ESOL students"

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Jameson, Judith H. Enriching content classes for secondary ESOL students. Center for Applied Linguistics, 1998.

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Langer, Jennifer. ESOL refugee pack: Bilingual materials,Somali/English. HAAN Associates, 1992.

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Using student-centered methods with teacher-centered ESL students. Pippin, 1996.

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Keith, John. Vancouver handbook for ESL students. VanWest College, 1994.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. Teaching Shakespeare to ESL Students. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0582-4.

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Blass, Laurie. Worldbeat: Current readings for ESL students. Mcgraw-Hill, 1991.

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Heald-Taylor, Gail. Whole language strategies for ESL students. Dominie, 1991.

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Lois, Wooden, ed. Welcome to computers for ESL students. Labyrinth, 2006.

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Meredith, Pike-Baky, ed. Worldbeat: Current readings for ESL students. McGraw, 1991.

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Promoting academic success for ESL students. NJTSOL-BE in cooperation with the Multicultural Center and, 1995.

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Book chapters on the topic "ESOL students"

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 1: “Is It Your Will to Make a Stale of Me Amongst These Mates?” (Act 1, Scene 1)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_1.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 10: “Better Once Than Never, for Never Too Late” (Act 5, Scene 1)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_10.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 11: “A Stage, Where Every Man Must Play a Part” (Act 1, Scene 1)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_11.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 12: The “Pound of Flesh” Bond (Act 1, Scene 3)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_12.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 13: “And Say There Is Much Kindness in the Jew” (Act 1, Scene 3)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_13.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 14: “That Is the Very Defect of the Matter Sir” (Act 2, Scene 2)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_14.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 15: “Hie Thee, Gentle Jew” (Act 2, Scene 5)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_15.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 16: “I Have a Father, You a Daughter, Lost” (Act 2, Scene 5)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_16.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 17: “All That Glisters Is Not Gold” (Act 2, Scene 7)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_17.

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Lau, Leung Che Miriam, and Wing Bo Anna Tso. "Lesson 18: “If You Prick Us Do We Not Bleed?” (Act 3, Scene 1)." In Teaching Shakespeare to ESL Students. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0582-4_18.

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Conference papers on the topic "ESOL students"

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Farshad Nia, Sara, and Ronnie Davey. "Integrating CALL in ESOL classrooms: Understanding teachers’ perspectives and meeting students’ needs." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000197.

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Mondal, Bappaditya, Chandan Bandyopadhyay, and Hafizur Rahaman. "Online testing of SMGF in ESOP based reversible circuit." In 2016 IEEE Students’ Technology Symposium (TechSym). IEEE, 2016. http://dx.doi.org/10.1109/techsym.2016.7872671.

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Bandyopadhyay, Chandan, Soumya Jyoti Roy, Laxmidhar Biswal, and Hafizur Rahaman. "Synthesis of ESOP-based reversible logic using negative polarity reed-muller form." In 2014 IEEE Students' Technology Symposium (TechSym). IEEE, 2014. http://dx.doi.org/10.1109/techsym.2014.6808062.

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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. G
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Criollo, Nancy P., Angel D. Ramirez, Daniel A. Salas, and Rafael Andrade. "The Role of Higher Education Institutions Regarding Climate Change: The Case of Escuela Superior Politécnica del Litoral and its Carbon Footprint in Ecuador." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10676.

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Abstract A case study of a university campus in a tropical area has been analyzed. Escuela Superior Politécnica del Litoral (ESPOL), one of the leading public polytechnic higher education institutions in Ecuador, is located in Guayaquil in the Guayas province. ESPOL has around 12300 students and 1740 faculty members and administrative staff. The climatic conditions are defined as dry tropical forest and have two main seasons, one with rain and high humidity and one that is dry. Average day temperature is 28°C. Air conditioning is required throughout the whole year. The carbon footprint (CF) ha
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Girardelli, Davide, Patrizia Barroero, and Tingting Gu. "Gamifying Impromptu Speech for ESL/EFL Students." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2431.

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This paper outlines an impromptu speech activity entitled “Dented Helmet vs. Spambot” intended as part of any introductory public speaking course. The activity is designed to overcome specific affective and cognitive challenges of ESL/EFL students, in particular Chinese learners. It is inspired by the principles of gamification (Kapp, 2012) with core gaming elements such as “freedom to fail,” “rapid feedback,” and “storytelling.” The activity requires “Rory’s Story Cubes” (a set of nine six-sided dice designed to spark creativity) and a special set of slides. An exploratory assessment of the e
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Kalizhanova, Anna, Bayan Ibrayeva, and Margarita Ishmuratova. "Autonomous Learners’ Metacognitive Awareness Development with the Help of Trello Board." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7633.

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This article focuses on the necessity and inevitability of organization of ESL students’ self-work with the help of free online platform Trello Board. The authors point out that the use of such information and communication technology as Trello Board increases learners’ metacognitive awareness of self-regulation and self-assessment in ESL. The authors also indicate the facilitation of active feedback between ESL learners and their instructor as well as peer-review. The authors share their experience of the use of Trello Board in the educational ecosystem of Bolashak Academy in Kazakhstan. Acco
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Salt, Norman. "A model IT curriculum for ESL students." In the 6th conference. ACM Press, 2005. http://dx.doi.org/10.1145/1095714.1095805.

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Ayupova, Roza. "SCAFFOLDING FROM STUDENTS IN UNIVERSITY ESL CLASSROOM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0281.

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Uchidiuno, Judith, Amy Ogan, Evelyn Yarzebinski, and Jessica Hammer. "Understanding ESL Students' Motivations to Increase MOOC Accessibility." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. ACM, 2016. http://dx.doi.org/10.1145/2876034.2893398.

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Reports on the topic "ESOL students"

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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6785.

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Yamamoto, Noriko. Effects of setting on Japanese ESL students' interaction patterns. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6156.

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Wilkinson, David. Adult ESL Students: Traits and Goals - A Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6546.

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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6961.

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Wiggins, Patricia. Soviet Evangelical Students in Adult ESL Classes: A Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6765.

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Essex, Elizabeth. A Preliminary Comparison of Two ESL School Models for Newcomer Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6949.

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Amburgey, Brent. Informal Learning Choices of Japanese ESL Students in the United States. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.755.

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Dooley, Darin. A Case Study of Twelve Japanese ESL Students' Use of Interaction Modifications. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7362.

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Appley, Becky. The effectiveness of fiction versus nonfiction in teaching reading to ESL students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5639.

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Bess, Michael. Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6597.

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