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Found 31 articles
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As teachers, we need to recognize that MLEs are not simply English learners, but they bring their previous knowledge and linguistic diversity into the classroom. By valuing their home language and incorporating it into the learning process, teachers can help learners embrace and respect their cul...
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English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences ...
11/11/2024
There is a growing concern with the label English learner, the term currently used in U.S. federal legislation, as focusing exclusively on students' English language acquisition and ignoring their multilingual resources. -
As a means of closing knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.
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Beyond sentence frames: Scaffolding emergent multilingual students' participation in science disc...
9/11/2023
This article describes research we conducted in fifth grade classrooms to explore the question: How can teachers scaffold emergent multilingual students' participation in student-to-student discussions with the goal of supporting their language use and scientific sense-making? -
We argue for the power of WPBs for literacy development among English learners (ELs) by addressing common misconceptions, highlighting unique benefits to ELs, suggesting practical pedagogical implications, and offering examples of implementation.
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This post, guest written by Ceren Kocaman and Ali Fuad Selvi, focuses on how critical approaches can help educators transform their pedagogical and research practices.
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This article explores how teachers in an after-school program supported refugee and immigrant students and their families.
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When literacy ate language: An analysis of a research-based literacy intervention for designated ...
5/29/2023
In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists. -
Current federal policy on ELL classification is detrimental to educational opportunities due to the invalidity of classification and the systemic inequity of reclassification and tracking. However, there is hope for a more equitable future for ELLs.
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The TESOL Technology Standards were developed for language teachers to better understand how to use technology appropriately.
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Vocabulary is probably the key type of knowledge necessary for any language use, because if words to express concepts are not known, all syntactic and discourse knowledge is of little use.
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Online Self- and Peer-Assessment for Teacher Professional Development: A Case Study of the Proces...
8/22/2022
This case study explored the process of English as a second language (ESL) teachers’ participation in online self- and peer assessment (OSA and OPA) during an online teacher professional development (TPD) program focusing on task design and their perception of the subsequent impact on their under... -
This research brief discusses the implementation of the innovation in online instruction of the GE subject Reading and Writing at Walailak University. Moreover, it reports the effects of the model on students’ achievement and perception.
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Supporting Teachers Working with English Learners: Engagement and Impact of a Professional Develo...
4/11/2022
Despite the growing number of English learners in the United States, teachers continue to report that they do not feel well prepared to support English learners. -
Teacher Language Practices that Support Multilingual Learners: Classroom-Based Approaches from Mu...
1/31/2022
The language practices used by teachers in schools directly impact the language development and reading performance of multilingual children. -
Due to the fact that English language learners (ELLs) often do not have the same educational opportunities or outcomes as non-ELL students in the United States, the professional standards for initial certification for teaching English for speakers of other languages (ESOL) call on ESOL teachers t...
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This study investigated the interactive function of teacher-written feedback.
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Preparing Teachers to Work With English Learners: A Multimodal Vocabulary Mini-Lesson Project
10/4/2021
In K–12 classrooms, multimodal teaching, such as using visuals and technology, has been commonly embedded at different levels with different student groups. However, it has not been well discussed in English as a second language teacher training. -
This article explores the nature of reflective practice in a professional development process based on lesson study.
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In this article, the authors argue that instructional strategies traditionally used with ELs in the content areas need to be rethought in light of contemporary theoretical perspectives.