Bibliografias temáticas / Additional language education in ESL

Literatura científica selecionada sobre o tema "Additional language education in ESL"

Autor: Grafiati
Publicado: 23 de junho de 2021
Última modificação: 18 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Additional language education in ESL":

1

Alefesha, Heba M. N., e Dina Al-Jamal. "Syrian Refugees’ Challenges and Problems of Learning and Teaching English as a Foreign Language (EFL): Jordan as an Example". Journal of Ethnic and Cultural Studies 6, n.º 1 (23 de junho de 2019): 117. http://dx.doi.org/10.29333/ejecs/235.

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The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about immediate family and relatives who are still residing in Syrian, childcare, lack of fulfilling basic needs, and mental hazard are severe social challenges for the Syrian refugees in terms of teaching ESL. Most of financial challenges are centralized to afford the regular family expenses, such as food, clothes, and medicine. Most of the challenges of learning EFL in terms of education include poor educational background, uncomfortable with English, lack of knowledge of teachers to deal with Syrian refugees, and lack of motivation. Budget crisis for addressing the demand of additional learning materials, new class environment, scarcity of teachers and volunteers, and poor academic background of Syrian refugees are major challenges under the institutional related challenges. The study recommends that the curriculum of teaching EFL should be designed easily by using sophisticated and learner friendly teaching methods. If necessary, ESL teachers should pay extra attention to teach EFL to Syrian refugees. For providing extra effort, the institution should pay extra compensation to motivate the teacher.
2

Webster, Nina Lee, e Chunlei Lu. "“English Language Learners”: An Analysis of Perplexing ESL-Related Terminology". Language and Literacy 14, n.º 3 (30 de novembro de 2012): 83. http://dx.doi.org/10.20360/g28593.

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In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.
3

Panhwar, Abdul Hameed, Abdul Sattar Gopang, Zubair Ahmed Chachar e Shahnaz Baloch. "Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?" International Journal of English Linguistics 7, n.º 5 (27 de julho de 2017): 119. http://dx.doi.org/10.5539/ijel.v7n5p119.

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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.
4

Makovec, Danijela, e Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving". Mediterranean Journal of Social Sciences 9, n.º 4 (1 de julho de 2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.

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Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in education as long as possible. We argue that Slovenia is successful in reducing ESL because of a wide-spread network of secondary schools, and measures that are directed in individualization, guidance and support for less successful students. In our estimation, one of the main reasons for the low rate of ESL in Slovenia is also the openness of vocational education system, that allows horizontal and vertical transitions. An area that needs additional attention from policy makers, concerns high-risk groups of students. There is also a need for teachers to develop additional inter-cultural and communication competencies, and schools should receive more funding for Slovenian language courses, working with the Roma, programs individualization for special needs students, extended schooling for students with special needs etc.
5

Fu, Tingfeng, e Hossein Nassaji. "Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom". Studies in Second Language Learning and Teaching 6, n.º 1 (31 de março de 2016): 159–81. http://dx.doi.org/10.14746/ssllt.2016.6.1.8.

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The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
6

Becker, Gail I., e Aaron R. Deris. "Identification of Hispanic English Language Learners in Special Education". Education Research International 2019 (19 de maio de 2019): 1–9. http://dx.doi.org/10.1155/2019/2967943.

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Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked and remain in ESL programs for their entire school career. The aim of this study was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability. Child study team (CST) members (n=14) working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students. Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs. Therefore, staff members placed the children into special education each time. The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs. Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.
7

Lin, Xi, Shu Su e Alyssa McElwain. "Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students". Journal of International Students 9, n.º 4 (15 de novembro de 2019): 1134–54. http://dx.doi.org/10.32674/jis.v9i4.752.

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This study explores academic stressors and achievement goal orientations of college students, and the relationship between these variables using academic stressors as predictors. As the number of English as a Second Language (ESL) international students has increased rapidly in the US, students’ status (American or ESL international) was also examined. A total of 715 students participated in the study from two universities in the US. Results show that ESL international and American students have different achievement goal orientations and academic stressors. Additionally, student status and academic stressors predict college students’ various goal orientations. The implications provide useful suggestions to higher education professionals in order to better understand and assist diverse students to succeed in academia.
8

Salerno, April S., e Elena Andrei. "Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students". AERA Open 7 (janeiro de 2021): 233285842110022. http://dx.doi.org/10.1177/23328584211002212.

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Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English as a Second Language (ESL) services. Parents/guardians are asked to complete the surveys when enrolling a student into a school. We collected surveys from the 50 states and the District of Columbia. We completed them as if we were the parent/guardian of six use-case students. Research questions were (1) How do HLS vary from state to state, if at all? What kinds of questions do they ask? (2) How do HLS across the 50 states and the District of Columbia identify, or not, six fictitious students for further ESL screening? We found that states and U.S. Department of Education–approved HLS questions identified students differently due to unclear questions, such as asking bilingual families to name one dominant language. We recommend additional validation measures be taken with survey questions.
9

Ong, Wei Ann, Suyansah Swanto e Asmaa Alsaqqaf. "Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers". Indonesian Journal of Applied Linguistics 9, n.º 3 (10 de fevereiro de 2020): 717–25. http://dx.doi.org/10.17509/ijal.v9i3.23222.

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Reflective practice serves as a vital area of teacher education and the impetus for professional development among pre-service teachers. Past research has lamented the lack of critical thought of the reflection made by pre-service teachers during their teaching practice. This paper presents a qualitative investigation into the use of video logs (vlogs), which are mediated online. The participants of the study comprised 13 pre-service ESL teachers studying in an Institute of Teacher Education. The data for this study was gathered via the analysis of the vlogs and the focus group interview. Results indicate that the respondents expressed mixed reactions to the approach, where some have enjoyed the experience while some feared of being judged and feeling awkward seeing themselves in vlogs. Most respondents have centered their reflections on issues they encountered during lessons, but one has shown the ability to reflect on issues beyond the classroom setting. The outcome of the study implied the need for pre-service teachers to be given additional coaching on the ‘how’ aspect of reflection. In addition, there is a need to address technical issues faced by respondents in using vlogs, as this can impede the reflecting experience and frequency of vlogs and comments posted by the participants.
10

Alsharidi, Norah K. M. "The Use of Twitter Amongst Female Saudi EFL Learners". International Journal of Applied Linguistics and English Literature 7, n.º 4 (1 de julho de 2018): 198. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.198.

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Twitter is a popular microblogging site amongst the Saudi population, which means that Saudi EFL learners are now increasingly connected with millions of native English speakers and other EFL/ESL students. This paper shed light on the use of Twitter by female Saudi EFL learners to determine their English learning practices and their perceptions beyond formal learning contexts. Specifically, the research determined the manner by which the participants’ social interactions over Twitter can help with second language (L2) development and the factors that drove them to choose this site to support their L2 learning. To this end, 25 Saudi adult females who were at different levels of study at a local health sciences university in Saudi Arabia were recruited. Underlain by a mixed methods approach, data collection was implemented through survey questionnaires administered to the EFL learners, amongst whom three participated in additional semi-structured interviews. The researcher has provided few recommendations for the future research where use of Twitter in education and its implications for the purpose of teaching.
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Artigos de revistas Teses / dissertações Livros

Teses / dissertações sobre o assunto "Additional language education in ESL":

1

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.
2

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.
MA, Language Practice, North-West University, Vaal Triangle Campus, 2012
3

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.
4

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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5

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.
Dissertation (M (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
M (Communication Pathology)
Unrestricted
6

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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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 (r = .71, p < .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.

8

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.
9

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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Livros sobre o assunto "Additional language education in ESL":

1

Heald-Taylor, Gail. Whole language strategies for ESL students. San Diego, Calif: Dominie, 1991.

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2

Weddel, Kathleen Santopietro. Needs assessment for adult ESL learners. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, National Clearinghouse for ESL Literacy Education, 1997.

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3

Florez, MaryAnn Cunningham. Improving adult ESL learners' pronunciation skills. [Washington, DC]: ERIC, National Clearinghouse for ESL Literacy Education, 1998.

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4

Tierney, Mary Ann. Handbook for ESL literacy instructors. Victoria, B.C: Ministry of Skills, Training and Labour and the Centre for Curriculum and Professional Development, 1995.

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5

Podnecky, Janet. LifePrints: ESL for adults. 2a ed. Syracuse, N.Y: New Readers Press, 2002.

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6

Claire, Elizabeth. ESL teacher's activities kit. Englewood Cliffs, N.J: Prentice Hall, 1988.

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7

Kasper, Loretta F. Content-based college ESL instruction. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.

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8

Hsp. Science: ESL support, grade 2. Orlando: Harcourt School Publishers, 2009.

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9

Ngo, Hieu Van. Toward innovative vision for quality, equitable ESL education: Final report. Calgary: Coalition for Equal Access to Education, 2003.

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Peel (Ont. : Regional municipality). Board of Education. The adult ESL programme in Peel. Peel (Region), Ont: The Board, 1993.

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Capítulos de livros sobre o assunto "Additional language education in ESL":

1

Lin, Angel M. Y. "Disconnects in Bilingual Education Settings and Research Traditions". In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, 59–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1802-2_4.

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Arkoudis, Sophie. "Collaborating in ESL Education in Schools". In International Handbook of English Language Teaching, 365–77. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_26.

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3

Gray, Abigail. "English as an Additional Language (EAL), Special Educational Needs and Dyslexia". In Multilingualism, Literacy and Dyslexia, 115–23. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-10.

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4

Neves, Ana C. "Language Management in the Education Sector". In Portuguese as an Additional Language, 37–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33316-4_3.

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Roberts, A. Clive. "ESL in the Private Sector for a Globalized Twenty-first Century". In Foreign Language Education in America, 240–50. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_12.

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Kelly, Curtis. "The Brain Studies Boom: Using Neuroscience in ESL/EFL Teacher Training". In Innovative Practices in Language Teacher Education, 79–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51789-6_5.

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Liu, Min, Matthew K. Evans, Elaine Horwitz, Sunjung Lee, Monica McCrory, Jeong-Bin Park e Claire Meadows Parrish. "A Study of the Use of Social Network Sites for Language Learning by University ESL Students". In Social Networking for Language Education, 137–57. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137023384_8.

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Makalela, Leketi. "Translanguaging Principles in L2 Reading Instruction: Implications for ESL Pre-Service Teacher Programme". In International Perspectives on English Language Teacher Education, 107–24. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137440068_7.

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Haager, Diane, e Terese C. Aceves. "Supporting Language and Literacy Development for Additional Language Learners with Disabilities". In The Wiley Handbook of Diversity in Special Education, 183–205. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch10.

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Faitaki, Faidra, Annina Hessel e Victoria A. Murphy. "Vocabulary and Grammar Development in Young Learners of English as an Additional Language". In Handbook of Early Language Education, 1–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47073-9_35-1.

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Trabalhos de conferências sobre o assunto "Additional language education in ESL":

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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing". In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
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"Applying Drama and Narrative Structure in ESL Language Education". In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.uh0119424.

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AVCI VILE, Deniz Ezgi. "Short Story in an ESL Freshman English Course: Bridging the Gap between language and literature". In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4960.

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In recent years, the place of literature in language teaching has regained its impetus and the prominent role it plays in promoting linguistic, cultural, intellectual and academic benefits has been acknowledged. Nevertheless, the place of literature in language teaching context in Turkey is still approached to be an outside source to be assigned as extensive reading rather than to be a classroom worthy material to be utilized in class. This article describes a literature lesson at a Freshman Englih level and outlines the steps to be taken to implement language based activities to promote ‘language awareness’ and to foster ‘meaning construction’ and ‘cultural awareness’ in a process based classroom setting. The steps also show that ESL Freshman students have much to gain from literature when the text is explored through language based activities without losing the literary nature of literature.Keywords: literature; short story; esl; once upon a time; freshman English; turkey
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Gatinskaya, Valentina P. "The importance of additional language training in engineering education". In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644681.

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Xi, Haiyan. "Production-Oriented Approach on ESL Listening and Speaking Teaching in College*". In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.132.

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van Staden, Annalene, e Marna Coetzee. "INTRINSIC DETERMINANTS AFFECTING THE ACQUISITION OF ENGLISH LANGUAGE AND LITERACY: A CASE STUDY OF SOUTH AFRICAN ESL LEARNERS". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0667.

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Racilan, Marcos, Silvana Avelar, Raquel Bambirra e Valeria Valente. "GAMIFICATION IN MOBILE APPLICATIONS TO LEARNING PORTUGUESE AS AN ADDITIONAL LANGUAGE". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0858.

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Linake, Manthekelng Agnes. "READING CULTURE IN ENGLISH FIRST ADDITIONAL LANGUAGE AT INTERMEDIATE PHASE". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1067.

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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. Valencia: 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. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Vasilyeva, Irina. "UNIVERSAL AND COLLABORATIVE LANGUAGE TEACHING METHODS AT HIGHER EDUCATION: COVID-19 ESP VS ESL DISTANCE LEARNING RESULTS AND HYPOTHESES". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0587.

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Relatórios de organizações sobre o assunto "Additional language education in ESL":

1

Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.382.

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