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Briffett, Aktas Carla. "Listening to young learners : applying the Montessori method to English as an Additional Language (EAL) education." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/86962/.
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With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the language development that is desired. The following study is a piece of action research, applying the Montessori Method to a group of nine EAL children in the Canton of Zürich, Switzerland. The data gathered suggests that applying Montessori’s approach to EAL education, that of listening to the child and being attentive to his\her needs, gives autonomy to the student, and can promote social justice in preschool EAL education. Listening to the child occurs through ‘observation’ (attentiveness to the child), critical reflection of practice, and experimentation in education. In this way each child receives a customized education that has, at its foundation, respect for the child. Using ‘observation,’ field notes, and researcher reflections, it became apparent that young children are able to communicate their educational needs. TESOL outcomes were used to monitor the rate at which English was learned. Each language journey was vastly different, but regardless of the initial outcomes met, all children demonstrated increases in their comprehension and spoken English. It is important to recognize that children must be listened to and should be considered valued members in their education.
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Lacroix, Fanny. "The impact of same-language subtitling on student comprehension in an English as an Additional Language (EAL) context / Fanny Lacroix." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10288.
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The purpose of the present study was to investigate the impact of Same-Language Subtitles (SLS) on the subject-specific comprehension and the academic literacy levels of EAL students on the Vaal Triangle Campus of North-West University (NWU). Essentially, the study aimed to determine whether exposing students studying through English as an Additional Language (EAL) to subtitled lectures (live or recorded lectures) would help improve their comprehension of the academic content as well as their receptive academic literacy skills, compared to students who were not exposed to subtitled lectures. This study stems from the identification of an academic performance-related issue on the Vaal Triangle Campus of NWU. Indeed, campus statistics show that the throughput rate of EAL students remains low, and that these students‟ academic literacy levels are inadequate. In other words, EAL students on this campus are underachieving and seem to have difficulties in mastering academic English. Based on various studies that showed SLS to be a valuable tool in terms of learning and academic literacy, this study proposed to introduce SLS (both live via respeaking and offline) in the university classroom as a learning aid, thus optimising the time students spend in lectures. Very little information was available in South Africa on the impact of SLS on the subject-specific comprehension of EAL students in a tertiary academic context. Furthermore, it had been anticipated that a certain number of technical constraints were likely to be encountered during the empirical investigation. These two factors made it difficult to predict what other factors could influence the outcome of the study. As a result, the study was based on the principle of Action Research, a research method characterised by the fact that the research is carried out in as many cycles as may be necessary in order to achieve the optimal conditions for a specific intervention. Three cycles were necessary to reach the optimal design of the present study so that a confident conclusion could be made regarding the impact of SLS on comprehension and academic literacy. For each cycle, the intervention was carried out over an academic semester. In the first cycle, a test group composed of EAL first-year Economics students was exposed to live SLS via respeaking during class, while a control group (also composed of EAL first-year Economics students) attended the same class at a different time, without SLS. In the second cycle, the live SLS via respeaking were replaced with offline SLS. The intervention was taken out of the regular classes and was carried out in the context of practical revision classes scheduled specifically for the purpose of the intervention. The test group viewed subtitled videos of lectures, while the control group viewed videos without subtitles. After each viewing, all participants were required to complete a short comprehension test. This cycle was also conducted in first-year Economics. The basic design of the third cycle was similar to that of the second cycle, but for the fact that the intervention took place in the context of a Psychology module, which, unlike the Economics module, was taught without the lecturer making use of slides. After these three research cycles were completed, it could be concluded that offline SLS indeed have a positive impact on the subject-specific comprehension and the receptive academic literacy skills of EAL students in a tertiary academic context. This conclusion was supported by the following findings: 1. The first research cycle pointed towards a slight, but statistically insignificant benefit in terms of both comprehension and academic literacy. However, at this stage of the empirical investigation, the technical constraints made it difficult to draw a precise conclusion in that respect. 2. In the second research cycle, the SLS seem to have had a significant impact on the receptive academic literacy skills of the test group, compared to the control group. However, no such impact could be noted in terms of subject-specific comprehension. This was attributed to the presence of a confounding variable, namely slides used during the lectures. This once more made it impossible to draw a confident conclusion regarding the impact of SLS on comprehension. 3. The third research cycle made a more confident conclusion regarding the impact of SLS on subject-specific comprehension possible. Indeed, the results of the statistical analyses show that the test group performed significantly better in their semester test (covering the work done in all the recorded lectures) than the control group, which was not exposed to any videos at all. On the basis of these findings, it was concluded that SLS in their offline form have a positive impact on the subject-specific comprehension and the receptive academic literacy skills of EAL students in a tertiary academic context, specifically if the students are given sufficient time to get used to the mode. This study seems to indicate that the benefits of SLS for comprehension can be recorded provided that students are exposed to the intervention over a longer period of time. However, there may be further scope for refinement as far as this study is concerned. It is therefore important that the topic be investigated further.<br>MA, Language Practice, North-West University, Vaal Triangle Campus, 2012
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Czaholi, Attila. "The effectiveness of oral corrective feedback in experimental and quasi-experimental studies : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104875.
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By exploring previous research, this systematic literature review aims to shed light on the effectiveness of oral corrective feedback practices by teachers to students on oral proficiency with the focus on recasts and prompts. This systematic literature review also intends to shed light on the effectiveness of recasts and prompts compared with each other. This study reports on the results of 13 experimental or quasi-experimental studies that measured the effectiveness of prompts and recasts on language acquisition and the effectiveness of prompts and recasts compared with each other. In those studies, outcome measures such as grammaticality judgement tasks, oral production tasks, and written production tasks were utilized. The target structures of the included studies were different morpho-syntactical and phonological structures. The accounted findings of this study show that recasts are effective at increasing students’ oral proficiency in seven of thirteen studies and not effective in six of 13 studies. The reported results also demonstrate that prompts are effective at improving students’ oral proficiency in eight of ten studies and ineffective in two of ten studies. In eight of ten studies in which the effectiveness of prompts and recasts are compared with each other, prompts are more effective than recasts. However, recasts are more effective than prompts in two of ten studies. The reported findings indicate that the effectiveness of corrective feedback in general on language acquisition is uncertain and that prompts might be effective. In addition, the accounted results suggest that the effectiveness of recasts on improving students’ oral proficiency is doubtful. Moreover, the reported findings of this study also suggest the higher degree of efficacy of prompts over recasts.
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Barwell, Richard A. "The development of a discursive psychology approach to investigate the participation of students with English as an additional language (EAL) in writing and solving arithmetic word problems with peers." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/a01bd43c-1a99-4789-947a-3d9ac67f9e87.
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Vermaak, Coralie Elizabeth. "Phonological awareness skills of a group of Grade 4 learners in a multi-cultural, multi-lingual education context with English as Language of Learning and Teaching (ELoLT)." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/29130.
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Rationale: The importance of well developed phonological awareness and the effect of poor phonological awareness skills on reading and spelling have long been recognised. However, a dearth of research exists regarding populations in multi-cultural, multi-lingual contexts both nationally and internationally. This issue is of particular importance in the South African context where many Black learners in the school setting have no other choice than English as the Language of Learning and Teaching (ELoLT). Aim: The purpose of the study was to explore the effect of a multi-cultural, multi-lingual context on the English phonological awareness skills of a group of Black Grade 4 learners in a primary school setting in South Africa. Method: An exploratory, descriptive and contextual research design was implemented, which incorporated both quantitative and qualitative paradigms. An assessment battery consisting of formal and informal assessments was used to determine levels of development. The researcher endeavoured to find statistical correlations between the participants' phonological awareness skills on the one hand, and their phonological abilities, their expressive and receptive language abilities, and their reading and spelling abilities in ELoLT on the other. Participants: Fifteen Black Grade 4 learners, each with a Black language as mother tongue, who attended a mainstream school where English was the language of learning and teaching (ELoLT), participated in the study. The participants' ages ranged between 9 years 11 months, and 10 years 11 months. Results: The participants’ phonological abilities in English as LoLT showed that 47% of the participants produced the target consonants with a consonant approximation, and vowel approximations were produced by all of the participants in single words. All fifteen the participants’ expressive and receptive language abilities in English as their LoLT, were on a below-average level and their expressive language abilities were more advanced than their receptive language abilities. All the participants evidenced problems in terms of their phonological awareness skills. Based on the results obtained for reading decoding abilities, only one third of the participants could be considered to be readers of an average standard. The reading comprehension abilities of all the participants were on a lower level than those of first language speakers of Standard South African English. Furthermore, the participants’ spelling abilities in English as LoLT were not age-appropriate. Even though no significant correlation could be determined between the participants’ reading comprehension and phonological awareness skills (due to the fact that memory probably played a role in their reading comprehension), it was statistically determined that their poor phonological awareness skills could be associated with their below-average phonological, receptive and expressive language, reading decoding, and spelling abilities. Conclusions: The results of this research have implications for the role of speech-language therapists in terms of collaboration, prevention, assessment, and intervention where the development of these learners' phonological awareness skills is concerned. Clinical implications focus on the dissemination of information, therapy planning, and EAL learner support. The need for further research in this field is emphasised.<br>Dissertation (M (Communication Pathology))--University of Pretoria, 2007.<br>Speech-Language Pathology and Audiology<br>M (Communication Pathology)<br>Unrestricted
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Pijper, Noelene Carol. "The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08182004-103603.
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Bucher, Barbosa da Silva Tahnee. "Bringing Pragmatics into the ESL Classroom." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522520.
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<p> As a result of the expanding interest in the cognitive and social dimensions of language use beyond single sentences, a great number of research studies have been conducted in order to examine nonnative speakers’ ability to use language appropriately in a social context. Recently, with a growing understanding of the key role pragmatic competence plays in second language development, researchers have also investigated the benefits of direct instruction in helping language learners become aware of the pragmatic conditions governing the uses of grammatical structures. This thesis reports on the design and administration of a study that investigated language learners’ knowledge of pragmatics and how instruction can help them develop this knowledge in an environment where English is taught as a second language. Specifically, this project had two aims: (1) to observe the relationship between language proficiency and pragmatic competence of learners of English as a Second Language (ESL), and (2) to examine whether instruction was effective in improving those learners’ pragmatic knowledge. Pragmatic competence was measured quantitatively, through discourse judgment tasks, multiple-choice discourse completion tasks (MDCTs) and written discourse completion tasks (WDCTs) in a pre-, post-, and delayed post-test, designed specifically for this study. The participants in this research, thirty-nine adult ESL learners with a range of proficiency studying in the Intensive English Program (IEP) and in a university-level English course at West Virginia University, first took a language proficiency test and a pre-test on pragmatic knowledge. The participants were then assigned into two groups, experimental and comparison. The experimental group received four hours of direct instruction in five types of speech acts (requests, refusals, apologies, compliments, suggestions) and other aspects of pragmatic knowledge over a period of two weeks, while the comparison group was taught lessons on other topics without intervention during the same amount of time. An immediate post-test on pragmatic knowledge and a delayed post-test were given to both groups. The results showed that language proficiency and pragmatic knowledge were positively correlated with a moderate strength (<i>r</i> = .71, <i>p</i> < .001). Analysis of covariance and further analysis showed that the experimental group significantly outperformed the comparison group in both the post-test and delayed post-test. The experimental group benefited from the instruction, which used a blended methodological approach, and the instructional effect was retained after a one-week delay. The results of this research helped understand the communicative skills and intercultural competence of ESL learners and demonstrated that instruction in the area of pragmatics is not only important but it can be beneficial at all levels of language proficiency. It is hoped that the topics reported and discussed here and the findings may help both English as a Foreign Language (EFL) and ESL teachers gain a better understanding of second language learners’ pragmatic competence and development through instruction, so that when they incorporate pragmatics instruction into their teaching, they will be in a better position to adapt their practices to facilitate pragmatic development.</p>
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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.
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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.
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Waterhouse, Monica. "Taboo language and the ESL learner: An ethnographic study." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/27077.
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Taboo language (essentially 'bad' language) is a fixture of many aspects of contemporary English communication. Yet frank discussions regarding this topic are typically absent from ESL (English Second Language) classrooms. This ethnographic study, guided by a conceptual framework layering Bourdieu's Theory of Practice with insights from a multiple literacies perspective, seeks to understand something of the complex interplay of ESL learner/user identities and power relationships they experience as they relate to English taboo language. Findings indicate that taboo language literacy practices are taken up in hybrid and sometimes contradictory ways as ESL learners/users cross linguistic and cultural boundaries. Identities-in-transition become sites of tension and struggle, situated within the structures of symbolic domination, as ESL learners/users resist and appropriate different literacy practices in strategic struggles for legitimacy and symbolic power. By raising awareness of the social implications of taboo language, this research encourages ESL praxis more in tune with the identities and empowerment of ESL learners.
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Ibrahim, Nizar. "Feedback on ESL writing: Can we integrate form." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289801.
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Giving grammar feedback to ESL writers is still debatable among researchers. While researchers like Truscott (1996) argue that grammar feedback does not help ESL students, others like Ferris (2001) argue that it does. Moreover, scholars debate whether the modes of feedback (written and oral versus computer) might affect student revisions. Research has been conducted on the effectiveness of different types and modes of feedback, but it is inconclusive and decontextualized. The present study addresses the effectiveness of different types and modes of feedback in the ESL writing classroom. Thirteen ESL students at a southwestern university participated, where they were required to write three papers. They were divided into two groups. Group 1 received rhetorical and grammatical feedback combined on the first paper, while Group 2 received only rhetorical feedback on that paper. On Paper 2, the order was reversed. For Paper 3, the students were re-grouped into two groups. Group 1 received rhetorical and grammar feedback combined through computer and Group 2 received it in the written mode. A mixed approach, quantitative and qualitative, was used. The frequencies of the errors and the corrections that the students made on each paper were calculated and tabulated. The students wrote journals and were interviewed regarding their reaction to the different types and modes of feedback. The study revealed rather a complex picture of how and why students use different types and modes of feedback. The students' backgrounds, their perception of writing, their writing and revision processes and their motivation affected their use of grammar feedback as well as computer feedback. Although the students did not make a lot of changes, error feedback drew their attention to their errors and made them more aware of these errors. Students did not use computer feedback successfully and they attributed that to their cultural background, attitudes, writing styles and the dynamics of computer feedback. This study suggests that training students on self-editing might help them in detecting and correcting their errors. It also suggests that we need to integrate computer feedback with other formats of feedback and to assess the students' reactions to using computer as well as the ways in which they use it. This assessment can be employed to adjust our pedagogical approaches.
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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.
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<p>Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.
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Lind, Ashley Rose. "Effects of bilingual and ESL education on academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lind_AMITthesis2009.pdf.
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Kim, Myonghee. "An ethnographic study of the culture of a third-grade ESL class ESL education for whole child development." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229579.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>"Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2913. Adviser: Bill Johnston.
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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.
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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.
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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.
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DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Aljasser, Amal. "NEW LITERACIES AND ESL TEACHERS: A CASE STUDY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1526820763165475.
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Stiefvater, Andrea L. "Language Socialization in ESL Writing Classes: A Systemic Functional Analysis." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.
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Thesis (Dr. of Education)--University of Cincinnati, 2008.<br>Advisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.
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Wu, Ching-Fen. "Acquiring English as a second language (ESL) through apprenticeship: A sociocultural perspective." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280577.
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The United States society is becoming increasingly diverse due to the arrival of large numbers of immigrant groups. Many of these children do not speak English as their first language. However, the U.S. Department of Education (1995) reports that only 15% of English language learners (ELLS) nationwide are educated in programs designed specifically for second-language learners. With English-only educational policies in a number of states, ELLs will likely be put in mainstream classrooms in which they may not receive enough language learning support. In most cases, a teacher in a mainstream classroom is not equipped with the proper ESL education to support ELLs through their transitional phases. It is therefore necessary to research the process of ELLs acquiring English in a mainstream classroom. This ethnographic case study examines the nature of a novice English learner's apprenticeship and her experiences in the process. Ying, an 8-year-old, whose native languages are Taiwanese and Mandarin, arrived in the U.S. 2 months prior to the start of this study. Ethnographic approaches--participant observations, interviews, and artifact collection--are utilized to answer two research questions. The research questions that guide this study are: (1) what is the nature of apprenticeship for a novice ESL learner in a mainstream classroom, and (2) how does a novice ESL learner experience the process of apprenticeship within the contexts of the home, school and community. The findings for the first question document the kinds of assistance and resources Ying received from the community, the school, the class, and the family, and the influence of the assistance and resources on Ying's development of English. The findings of the second question include Ying's significant roles as a collaborator, a resource seeker, a demonstrator, and a contributor in her class and school communities. She utilizes the strategies of tolerating ambiguity, remaining confident, connecting schoolwork with her real life experience, and making good use of resources in the process of learning. Based on these findings, the researcher discusses their theoretical contributions and pedagogical implications of sociocultural theory, comprehensible input, and balance of cognitive and situated perspectives in second language acquisition research.
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Micek, Timothy A. Steffensen Margaret S. "Effects of dedicated reading on ESL writing." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510426.
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Thesis (D.A.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Bruce W. Hawkins, Sandra M. Metts, David L. Tucker. Includes bibliographical references (leaves 179-184) and abstract. Also available in print.
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Sadler, Randall William. "A case study examination of ESL students in freshman English composition." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290049.
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This case study explores the experience of nonnative speakers of English enrolled in Freshman Composition at the University of Arizona, including the groups commonly identified as International and Resident Nonnative Speakers of English. This study examines the experiences of these groups in learning English, coming to the university, and making their way through freshman composition. A major goal of this study is to identify concrete pedagogical implications, including suggestions regarding placement, curriculum design, classroom teaching, and student support. Data were collected in 2 stages over a two-year period, from fall 2000 to spring 2002 and came from a variety of sources, including: (1) questionnaires; (2) classroom observation; (3) oral interviews with students, instructors, and administrators; (4) written materials from students and instructors. The results of the first stage of this study were primarily based on a questionnaire completed by 3,234 students attending freshman composition. This stage examined the characteristics of NNS attending composition courses designed for NNS and others attending courses designed for NS, finding important differences between these two groups in terms of their overall numbers, linguistic diversity, gender ratio, age, and L1/L2 language strength. The second stage of this study focused on 16 NS of Spanish. This stage of the study presented a more complex picture of the NNS experience, dividing these NNS into three orientations: U.S., Cross-border, and Mexico. This stage first examined the experiences of these students before their entrance to the university, finding differences in four areas: their perception of and relationship with the U.S./Mexico border, their language learning experiences at home, their language learning experiences at school, and their writing experiences before the university. The second stage investigated the university experiences the students in these three groups via eight themes that emerged over the course of the study, also finding many differences between these three orientations. These themes included how they were placed into composition courses, the culture shock they sometimes experienced, their behavior in the classroom, their writing difficulties, the writing they did in other classes and outside of the classroom, the resources available to them, and an analysis of their success.
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Rodriguez-Garcia, Luis Manuel. "Influential Factors That Affect Retention and Language Acquisition in Beginning ESL Adults Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618632.
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<p> This study explored the problem of student attrition in beginning courses of an Intensive English Program (IEP) that may affect the sustainability of the IEP. The purpose of the study was to understand the perceptions of continuing students and the factors that influenced their motivation and engagement to persist studying in the IEP. Constructivism and behavioral social learning theory guided this study. The research problem addressed the need for students to remain in IEPs and achieve second language acquisition. The research questions were designed to learn what instructional approaches motivated and engaged participants to persist in successive introductory courses. A qualitative case study design, guided by interpretive epistemology, was used to collect students' opinions, perceptions, and suggestions on their experiences in their first course. The target population was beginners in a second IEP course at a community college. A purposive sample of 16 participants took part in 2 focus groups, individual interviews, and open-ended surveys for data triangulation. Constant comparative analysis using open and axial coding was used to aggregate data themes for inquiry. The findings revealed that poor student engagement, lack of mentorship qualities in instructors, and little inclusion of technology have been persistent reasons for their dissatisfaction. The project, a collaborative professional development effort, was designed for IEP instructors to gain awareness on past and current research about the andragogical framework of student-centeredness which culminated with the cooperative elaboration of a set of best practices. The social impact of the study comes from benefits that sustainable IEP programs could offer to communities with large populations of immigrants and to international visitors to empower them to achieve immersion into English-speaking societies.</p>
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Rodriguez-Garcia, Luis Manuel. "Influential Factors That Affect Retention and Language Acquisition in Beginning ESL Adults Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1129.
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This study explored the problem of student attrition in beginning courses of an Intensive English Program (IEP) that may affect the sustainability of the IEP. The purpose of the study was to understand the perceptions of continuing students and the factors that influenced their motivation and engagement to persist studying in the IEP. Constructivism and behavioral social learning theory guided this study. The research problem addressed the need for students to remain in IEPs and achieve second language acquisition. The research questions were designed to learn what instructional approaches motivated and engaged participants to persist in successive introductory courses. A qualitative case study design, guided by interpretive epistemology, was used to collect students' opinions, perceptions, and suggestions on their experiences in their first course. The target population was beginners in a second IEP course at a community college. A purposive sample of 16 participants took part in 2 focus groups, individual interviews, and open-ended surveys for data triangulation. Constant comparative analysis using open and axial coding was used to aggregate data themes for inquiry. The findings revealed that poor student engagement, lack of mentorship qualities in instructors, and little inclusion of technology have been persistent reasons for their dissatisfaction. The project, a collaborative professional development effort, was designed for IEP instructors to gain awareness on past and current research about the andragogical framework of student-centeredness which culminated with the cooperative elaboration of a set of best practices. The social impact of the study comes from benefits that sustainable IEP programs could offer to communities with large populations of immigrants and to international visitors to empower them to achieve immersion into English-speaking societies.
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Huot, Karl. "ESL reading comprehension amongst second cycle high school students, students' requests." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116939.
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The intention of this study was to investigate what are second cycle secondary students' favorite teaching techniques regarding learning reading comprehension in a second language inside the classroom. Another aim was to find out what was their favorite competency to practice during class hours. The best available method to pursue this study was a quantitative survey method. The questionnaire focused on different reading comprehension teaching techniques that are often used inside classrooms. Students had to position themselves in terms or enjoyment of certain teaching techniques used inside the classroom. Out of the 600 questionnaires sent out to the second cycle students of La Magdeleine High School, 227 responses were received. The results of the study indicated that students understand the values of doing the majority of reading exercises proposed inside the classroom, but were sometimes experiencing some form of anxiety, laziness and resistance with some of those activities. The principal conclusion is that teachers need to combine some of the students' favorite teaching ESL reading comprehension techniques and also use some techniques that aren't enjoyed as much by students and attempt to adapt them in a manner that would keep students motivated throughout those classes.<br>Le but de cette étude était de faire une analyse concernant les techniques d'enseignements favorites des étudiants fréquentant le deuxième cycle du secondaire dans le volet de compréhension de lecture de leur cours d'anglais langue seconde. Une autre cible de cette étude était de déterminer quelle était la compétence favorite des étudiants à développer durant les heures de cours. La meilleure méthode disponible afin de faire cette étude était la méthode de sondage quantitative. Le questionnaire s'orientait sur différentes techniques d'enseignements fréquemment utilisées dans les classes des cours d'anglais langue seconde. Les étudiants devaient prendre position en termes d'appréciation face à différentes techniques d'apprentissages utilisées en classe. Sur les 600 questionnaires distribués aux élèves de l'école secondaire de la Magdeleine, 227 questionnaires complétés ont été reçus. Les résultats de l'étude ont démontrés que les étudiants comprennent bien les valeurs de la majorité des exercices de lecture proposés dans les classes, mais ils ont parfois démontrés une certaine forme d'anxiété, de résistance et de paresse avec certaines activités d'apprentissages. La conclusion principale de cette étude est que les enseignants doivent trouver une manière de combiner les techniques les plus appréciées des étudiants avec quelques techniques moins affectionnées tout en tentant d'adapter ces techniques afin de garder les étudiants motivés durant les heures de cours.
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Harris, Joel Christopher. "The teaching of implicature to ESL learners." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1095.
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Martinez, Liza E. "Adult Hispanic ESL Students and Graded Readers." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606825.
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<p> Adult Hispanic ESL students in rural San Luis, Arizona, face a challenging situation. Since San Luis lies on the southwestern tip of Arizona and borders with Mexico, Spanish is the predominant language. English, on the other hand, is mostly heard in classrooms. This can be a predicament for adult Hispanics who need to be proficient in English in order to excel at college or university. What can be done to assist these students? The literature states that one becomes a better reader by reading extensively (Krashen, 1999; Grabe, 2009). How does one get ESL students to read extensively if they are stymied by their limited vocabulary? A solution is graded readers. These are books written specifically for second/foreign language learners and consist of seven to eight levels. According to the literature, as individuals read through the different levels, their vocabulary and reading comprehension will increase (Nation and Wang, 1999; The Extensive Reading Foundation, 2011). Eventually, they will be able to comprehend text written specifically for native English speakers (Waring, 1997). </p><p> A mixed-methods study was conducted to assess the effect that graded readers vis-á-vis Scaffolded Silent Reading (ScSR) had on adult Hispanic ESL students at a community college on the U.S.-Mexico border. The areas examined were vocabulary growth, reading comprehension, and reading attitude. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group had a positive attitude towards reading graded readers through Scaffolded Silent Reading. </p><p> There is the need for further studies of a longer duration with adult Hispanic ESL students who live on or near the U.S.-Mexico border. The findings could build on this preliminary study. Furthermore, they contribute to the literature on extensive reading in general and graded readers through Scaffolded Silent Reading, specifically. .</p>
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Berlin, Lawrence Norman. "Toward a "working definition" of effective language instruction in the multicultural ESL classroom." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284085.
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The purpose of this case study is to provide a working definition of effective language instruction consonant with the contemporary multicultural, university-level ESL classroom. Using a Grounded Theory methodology, it includes data from six months of teacher and student interviews, classroom observations, teacher evaluations, and questionnaires. Though attempts to categorize effective language instruction have been undertaken, previous taxonomies have been little more than altered models of teaching effectiveness from general education, offering little that is "new" or specific to the language teaching context. Furthermore, the shift from a teacher-centered to a student-centered classroom has not made great strides toward soliciting student input in the development of a contemporary definition of effectiveness. Thus, in approaching this working definition, I attempt to engage the fundamental principles of Critical Pedagogy to research by considering not only contemporary educational philosophy and the Communicative Approach to Language Teaching, but also students' needs and expectations based on their cultural and individual differences. Thus, the choice of pursuing a working definition rather than a definitive taxonomy emerges as a natural direction in the investigation. As it must be recognized that the microcontexts in the ESL classroom vary immensely in their makeup, the aim here is not to provide future second and foreign language teachers with a prescriptive formula, but rather a descriptive macroframework of domains which were abstracted and interpreted from the context of the ESL classroom. The qualitative, inductive case study approach used here enables teachers to identify elements derived from the organic data obtained in the classroom environment from its participants and apply it to their own situations. Thus, this framework can assist teachers in heightening their awareness and preparing them to participate effectively in a multicultural, university-level ESL classroom.
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Ransdell, Diane Renee. "A cultural approach to ESL composition: Using popular culture to teach rhetorical conventions." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289200.
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For English as a Second Language students, learning to write academically effective essays is an immense challenge because the students must obey linguistic conventions, write for an unfamiliar audience, and employ rhetorical strategies that the audience expects. In composition programs the special challenges that ESL students face are sometimes overlooked. In this dissertation I provide a rationale for developing ESL composition programs and concrete strategies for doing so. To account for, understand, and accommodate rhetorical expectations for American academic audiences, ESL students need information that acts as an interface between conventions in their countries and the conventions American academic readers expect. The study of popular culture allows ESL students to develop such information by helping them decipher aspects of the culture they are living in. Popular culture texts reflect everyday uses of language and commonly held views because they are produced for general American audiences. They reflect widely accepted rhetorical strategies because audiences demand that texts be written according to their expectations. The process of studying popular culture is liberating for ESL students because it integrates learning about academic essay writing with broader cultural concerns. I concentrate on three genres of popular culture texts: ads, because their use of rhetorical appeals is so clear and because their content suggests American values; formula fictions, because they portray popular role models and follow readers' expectations; and news articles, which show examples of discursive domains and structural conventions. I also make suggestions for using contrastive analyses to help students perceive differences and similarities in cultural expectations, and I demonstrate partial results through research and samples from student writing. By incorporating popular culture texts into the ESL composition curriculum, we help students learn to communicate their ideas in practical, accessible ways. It is by actively targeting American culture as a focus of study and helping students develop tools to analyze popular culture materials on their own that we can make effective changes in composition programs for ESL students.
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Steyn, Guida. "The transition of Grade 4 learners to English as medium of instruction." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65469.
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The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition is therefore currently offered in the 11 South African official languages. The challenge faced in South African schools that offer African languages in the Foundation Phase, is the fact that from grade 4 onwards, education is only available through the medium of English. This results in a vast number of learners having to make a transition in grade 4 to English as medium of instruction. In this qualitative study, I explored the experiences of teachers and learners in this transition. The context of this case study is a poverty-stricken and underdeveloped rural area. SiSwati is the language commonly spoken in this area and English is spoken, heard and read only in the classroom. Purposive sampling was done, including three grade 3 classes and their teachers, as well as the grade 4 learners and the teachers teaching siSwati, English and Mathematics. Data was collected through interviews, observations, document analysis and field notes. Conventional content analysis was conducted. Among the theoretical lenses adopted for the study was Krashen’s input-interaction-output model of second language learning. This informed the process grade 4 learners undergo in learning English as a second language and medium of instruction. The findings of this study revealed that the challenge regarding this transition is not the English language per se, but rather a deficient home language foundation and the quality of teaching offered. The learners’ age at the time of this transition also plays a significant role, as it affects their readiness to switch to another language. The implications of this study relate to the necessity of a solid mother tongue foundation and improved quality of teaching. It is suggested that the admission age in grade 1 be seven years and the actual point of transition prolonged.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Early Childhood Education<br>MEd<br>Unrestricted
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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.
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Gousseva-Goodwin, Julia V. "Collaborative writing assignments and on-line discussions in an advanced ESL composition class." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284263.
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The purpose of this study was to evaluate the effects of collaborative computer-mediated projects on students' writing performance. The subjects of the study were 20 advanced English as a Second Language (ESL) composition students enrolled in an English 107 course at the University of Arizona in the Spring 1999 semester. The class met twice a week: once in a regular classroom, once in the College of Humanities Collaborative Learning Laboratory (COHlab). The study addressed three main research questions: (1) Does student participation in on-line synchronous discussions vary in different configurations of discussions and for different thinking styles? (2) Does writing performance vary between collaborative and independent tasks? (3) Is there a change in students' attitudes to collaborative assignments and to the use of computers in class from the beginning to the end of the semester? To answer the first question, the researcher analyzed the transcripts of on-line discussions and essays written collaboratively and independently. Discussions were conducted in different configurations (whole class vs. small group and anonymous vs. non-anonymous). To collect discussion data, an archive feature was used that provided complete transcripts of discussions, including students' names (or random numbers in anonymous discussions) and time when each comment was written. Repeated measures MANOVA and qualitative analyses were used to examine the data. The second question, investigating the difference in writing performance between independent and collaborative academic writing tasks, was addressed by (1) examining the results of textual analysis performed by the computer, and (2) examining the results of holistic evaluation conducted by ESL raters. Repeated measures MANOVA was used to analyze the data. To answer the third question, pre-semester and post-semester student surveys were used, as well as course evaluations. The students' thinking styles were measured using Sternberg's Thinking Styles Questionnaire. Qualitative analysis was used to examine the data. The results of the study indicated no difference in the discussion content, amount of communication, or interaction dynamics between the discussions of different configurations, or between the students with internal and external thinking styles. In terms of differences in writing performance between collaborative and independent essays, no difference was found by discrete-point computerized text analysis. However, ESL raters evaluated collaborative essays higher than independent ones. Finally, the results of the analysis of the students' attitudes indicated that, in general, the students' attitudes to the use of computers have improved over the course of the semester. This finding is important, as previous research has shown that positive attitudes lead to increased motivation, and increased motivation, in its turn, leads to more favorable learning outcomes in an L2 classroom.
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Gaynor, Robert Lee. "Computer Grammar Checkers and ESL Writers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.
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The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of accuracy. The programs evaluated are Grammatik 5, Microsoft Word 6.0 and Correct Grammar (both using CorrecText as an underlying system), and Right Writer 6.0. The principal issues explored in the descriptive analysis are comparative ease-of-use, the nature of diagnostic advice and tutorial information, and modification capabilities of each program. The analysis shows that grammar checking programs that are part of word processing programs (e.g., Word Perfect and Microsoft Word) are easier to use, but lack key components that permit modification of advice messages and tutorial information, or addition of new error patterns. The evaluation of accuracy examines program performance in terms of error types the programs were designed to identify in relation to errors common in ESL writing. In a test of sample sentences, the overall accuracy rate for the most successful program, Grammatik 5, was only 50%. Microsoft Word and Correct Grammar were second with 42%; Right Writer 6.0 was the weakest, with a score of 25%. Program accuracy was substantially reduced in analysis of a sample student essay. Microsoft Word and Correct Grammar performed best, but with only 21% accuracy. The score of Grammatik 5 was reduced to 17%, and that of Right Writer 6.0 to 13%. This suggests that student writing contains a larger number of errors the programs cannot identify than do the test sentences. In addition, sentences in the essay contained multiple errors, while most of the test sentences contained only one error. Low accuracy rates might be improved by rule modification features of standalone versions of programs such as Grammatik 5 and Correct Grammar.
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Lo, Karen Aili Liu. "Reading and listening enrichment for ESL students." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/165.
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Naadirah, Abader. "Teacher practices in the grade 10 first additional language classroom: a relevance study." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1011093.
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Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.
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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.
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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces.
This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Fultz, Angela S. "Perspectives on Collaboration of Elementary Classroom Teachers and ESL Teachers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1589995530090615.
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Zhou, Minglang. "Script effects and reading strategies : ideographic language readers vs. alphabetic language readers in ESL." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3950.
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The purpose of this study was to examine script effects of the Chinese Language on Chinese ESL/EFL students· reading strategies, in comparison to those employed by ESL students from alphabetic orthographic backgrounds.
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Kim, Heuwon. "Vocabulary comprehension of advanced ESL learners in academic reading: A collective case study." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26501.
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This study explored ESL speakers' vocabulary comprehension of unfamiliar words. The researcher examined the ways the participants dealt with unfamiliar vocabulary, factors that influenced their vocabulary comprehension strategies, and word retention rates. For data collection, the participants' vocabulary sizes were measured. Also, they were asked to record unfamiliar words that they encountered. Two interviews were also carried out. Finally, a vocabulary achievement test was given.
The findings may help ESL practitioners more effectively facilitate the second language vocabulary development of their students. First, practitioners should be more aware of individual learner differences and similarities in vocabulary comprehension approaches. Second, they can guide their learners to be aware of the benefits of thematically related extensive reading in vocabulary learning. Consciousness-raising about the importance of vocabulary knowledge in text comprehension will increase learner attention to unknown words in text comprehension. Finally, practitioners can guide their learners to be aware of their own learning strategies.
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Tracy, Anna Marie. "Analysis of ESL teacher endorsement effects on English language learners' student achievement and English language acquisition." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1027.
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Thesis (Ed. D.)--University of Kentucky, 2009.<br>Title from document title page (viewed on August 3, 2009). Document formatted into pages; contains: iv, 156 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 135-153).
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Corcoll, López Cristina. "Translanguaging in the Additional Language Classroom: Pedagogically-Based Codeswitching in a Primary Education Context." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/108963.
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Aquesta tesi vol donar una resposta a la necessitat vigent de trobar una manera coherent i didàcticament sòlida d’introduir les llengües maternes de l’alumnat a l’ensenyament de la llengua addicional a l’escola d’educació primària. Després d’un llarg període en què es considerava que aquesta era una pràctica que no afavoria l’aprenentatge, la recerca i la pràctica docent comencen a donar respostes diferents i, en l’actualitat, s’accepta de manera més àmplia que la introducció d’altres llengües a l’aula pot enriquir el procés d’ensenyament-aprenentatge. De tota manera, cal que la introducció de la llengua materna respongui a criteris didàctics i no sigui producte d’una decisió espontània o poc coherent. Això és el pretén el model ofert per l’alternança de llengües amb base pedagògica, segons el qual es dissenyen activitats de llengua que permeten que els infants estableixin connexions entre les diverses llengües que coneixen (en el context d’estudi de la tesi, es tracta del català, el castellà i l’anglès) i s’iniciïn en la pràctica de l’alternança de llengües (que és un recurs comunicatiu propi del discurs plurilingüe) d’una manera molt guiada. El resultat de la recerca és que, d’una banda, el ritme d’aprenentatge d’anglès es manté i, de l’altra, s’afegeixen altres elements positius a aquest procés, com ara el desenvolupament d’una consciència lingüística. Tot plegat ajuda a promoure la competència plurilingüe i pluricultural d’uns infants que, ara ja, viuen en un món també plurilingüe i pluricultural.<br>Esta tesis quiere dar respuesta a la necesidad vigente de encontrar una forma coherente y didácticamente sólida de introducir las lenguas maternas del alumnado en la enseñanza de la lengua adicional en la escuela de educación primaria. Tras un largo período durante el cual se consideraba que ésta era una práctica que no favorecía el aprendizaje, la investigación y la práctica docente empiezan a dar respuestas distintas y, en la actualidad, se acepta de manera más mayoritaria que la introducción de otras lenguas en el aula puede enriquicer el proceso de enseñanza y aprendizaje. En cualquier caso, es necesario que la introducción de la lengua materna responda a criterios didácticos y no sea el producto de una decisión espontánea o poco coherente. Esto es lo que pretende el modelo ofrecido por la alternancia de lenguas con base pedagógica, según el cual se diseñan actividades de lenguas que permiten que los alumnos establezcan conexiones entre las distintas lenguas que conocen (en el contexto de estudio de la tesis, se trata del catalán, el castellano y el inglés) y se inicien en la práctica de la alternancia de lenguas (que es un recurso comunicativo propio del discurso plurilingüe) de una manera muy guiada. El resultado de la investigación es que, por un lado, el ritmo de aprendizaje del inglés se mantiene y, por el otro, se añaden otros elementos positivos a este proceso, como es el desarrollo de una conciencia lingüística. Todo ello ayuda a promover la competencia plurilingüe y plurilicultural de unos niños y niñas que, en estos momentos, ya viven en un mundo que es también plurilingüe y pluricultural.<br>The aim of this thesis is to offer an answer to the pressing need to find a coherent and sound way to introduce students’ mother tongues in additional language teaching in the primary education school. After a long period of time when this was seen as a teaching practice that did not favour learning, research and teaching practice have begun to offer different answers and, at present, the introduction of other languages in the classroom is more widely accepted as a way of enriching the teaching and learning process. However, the introduction of the mother tongue needs to respond to pedagogic criteria and must not be the result of a spontaneous or not very coherent decision. This is what the model offered by pedagogically-based codeswitching pretends, as it is based on designing language activities that allow the students to establish connections among the different languages they know (in the context of the study for the thesis, these are Catalan, Spanish and English) and to begin using codeswitching (which is a communicative resource typical of plurilingual speech) in a very guided way. The result of the research is that, on the one hand, the English learning pace is kept and, on the other, futher positive aspects are added to this process, such as the development of language awareness. All of this helps promote the plurilingual and pluricultural competence of children who are already living in a plurilingual and pluricultural world.
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Zhang, Chao. "Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119733.
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The present study adopted Seymour and Dargie's design (1990) and examined the associative priming effect on English non-word spelling in young ESL learners with Chinese language backgrounds. Participants were either assigned to an unprimed non-word dictation condition or a primed condition where the non-word was preceded by a prime which is semantically associated to a word that rhymed with the target non-word. The orthographical choice of vowel pattern in the non-word dictation task for young ESL learners greatly depends on its contingency. The results in the present study indicated that the children with higher reading proficiency were more sensitive to high contingency vowel spelling patterns. The additive associative effect revealed in adult English speaking populations (Seymour & Dargie, 1990) was not evident in the current study with young ESL learners. This data adds to our understanding of contingency effects by extending research to ESL samples and aids in the development of the broader view of understanding the nature of mechanisms underlying sub-lexical spelling processes in L1 and L2 contexts. Some implications for the dual route model and linguistic transfer theory are discussed.<br>La présente étude a adopté le modèle de Seymour et Dargie (1990) et a examiné l'effet d'une amorce associée à un non-mot anglais sur la capacité à orthographier celui-ci chez les jeunes chinois apprenants l'anglais comme langue seconde. Les participants ont été assignés à deux conditions distinctes. Les élèves ont été évalués à l'aide d'une dictée de non-mots dans la première condition tandis que les élèves dans la deuxième condition ont dû effectuer une dictée de non-mots où ceux-ci était précédés par un mot sémantiquement associé au non-mot et rimant avec celui-ci. Les résultats ont démontré que le choix orthographique des voyelles dans la tâche de dictée de non-mots pour les jeunes apprenants l'anglais comme langue seconde dépend grandement de la contingence de celle-ci. De plus, ceux-ci ont également indiqués que les enfants ayant une meilleure compétence en lecture seraient plus sensibles à l'orthographe de voyelles de haute contingence. Dans la présente étude œuvrant auprès de jeunes apprenants l'anglais comme langue seconde, l'effet « associatif additif » révélé dans les populations d'adultes anglophones de l'étude de Seymour et Dargie (1990) n'était pas prédominant. Ces données aident notre compréhension des effets contingence en étendant la recherche aux échantillons ALS et aident à l'élaboration de la vision plus large de la compréhension la nature des mécanismes qui sous-tendent les processus d'orthographes sous-lexicales en L1 et L2 contextes. Quelques implications pour le modèle à double entrée et pour la théorie du transfert linguistique seront abordées à l'intérieur de la discussion.
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Dzubaty, Dolores R. "Understanding the undergraduate experience of the baccalaureate nursing student with English as an additional language." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589238.
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<p> Disparities exist in healthcare related to language barriers and lack of cultural understanding between caregivers and recipients. Increasing the linguistic and cultural diversity of caregivers may decrease the healthcare disparities observed. The research study described in this manuscript was conducted to explore the undergraduate student experiences of nurses representing multiple cultural groups, speaking multiple languages, and representing a cross section of the population of interest. The challenge of speaking English as an additional language (EAL) and belonging to differing cultural groups presents difficulties while successfully completing a baccalaureate nursing program of study. The Theory of Margin was the theoretical framework utilized for the study conducted to achieve an understanding of the educational experience from the student perspective. A qualitative methodology of conversational interviews was utilized to explore the experiences of successful senior nursing students and recent graduates with EAL. Six different languages were spoken by study participants with EAL. Findings of the study revealed participants did not perceive having EAL to be an obstacle to learning. Language challenges resulted from the use of colloquialisms in presentations, handouts, and test materials. Study participants expressed a preference for solitary study practices and a dislike for random assignment to group projects. Support from others was reported to enhance the participants' ability to succeed. Participants expressed feelings of empathy for the patients who were also from diverse backgrounds. Implications of the findings would suggest the need for careful review of course materials to remove colloquialisms and identification of improved and supportive teaching strategies such as purposeful group assignments for nursing education faculty with similar student populations. Future research investigation may explore the perceptions of nurses with EAL who have completed their baccalaureate with more diverse patient populations and examination of the effect of simulation scenarios to improving communication skills of students with EAL.</p>
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Laba, Amal. "AN EXAMINATION OF TEXT AUTHENTICITY USED AT KENT STATE UNIVERSITY ESL CENTER: READING MATERIALS, THE INSIGHTS AND PERCEPTIONS OF ESL/EFL STUDENTS AND INSTRUCTORS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416412199.
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Storch, Neomy. "An investigation into the nature of pair work in an ESL /." Online version, 2001. http://bibpurl.oclc.org/web/32997.
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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.
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Panferov, Suzanne Kathryn. "Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography." Columbus, OH : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1028234878.
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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 413 p.: ill. Includes abstract and vita. Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 399-413).
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Al, Hariri Bashar. "Teaching ESL to Syrian Refugees: Problems and Challenges." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525277691339487.
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Maclean, Heather. "Technology use in California community college ESL classrooms." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244713.
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<p>The California community college system is the largest in the country and is a crucial part of the higher education system. The ESL population within that system is a significant one in terms of size and needs. In order to successfully educate this population, the language-learning instruction must be appropriate, current, and effective. In today’s technological world, that means it must incorporate the technologies of the modern world in which these community college ESL students live and work. While technology use in language learning and teaching has been the subject of many studies, the use of technologies by community college ESL faculty in credit courses has been less investigated. </p><p> The purpose of this study was to investigate technology use within community college credit ESL classes in three areas: (a) the best and most frequently used technologies, (b) the way technologies are used, and (c) the barriers to technology use. The methodology for the study was a modified electronic Delphi survey. Two rounds of the survey were conducted with a panel of experts in order to reach consensus on the areas under investigation. </p><p> The study revealed that: (a) the most frequently used technologies in the community college ESL classroom are desktop computers, ESL websites, the Internet, and smartphones; (b) technologies are being used in traditional ways; (c) technologies are being used to teach independent learning and collaboration, and to teach technological skills; (d) technologies are being used to support and enhance the learning environment; (e) the primary barriers to technology use in community college credit ESL courses are training, funding, and time, the State, students’ language abilities, and students’ technology abilities. These findings add to Dobransky’s (2015) recent research on ESL in community colleges and the broader work of Kessler (2013) and Fuchs and Akbar (2013). </p><p> The findings of this study may be utilized as a call to further investigation on the practical applications of technology use that is or is not happening in community college ESL classrooms. It may also be utilized to inform and inspire new leadership at all levels within the community college system to set priorities and policies to eliminate barriers to technology use and to broaden technology use to go beyond on-site traditional uses. </p>
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Mota, de Cabrera Carmen. "Teaching, tutoring, and revision the experiences of two freshmen ESL students in a rhetoric class /." Diss., University of Iowa, 2003. http://ir.uiowa.edu/etd/123.
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Ali, Mohd Sofi Bin. "English language panels and professional development of ESL teachers in three Malaysian primary schools." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327413.
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