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1. Evaluating ESL: Making Sense of University Professors' Responses to Second Language Writing (EJ805982)
Author(s):
Roberts, Felicia; Cimasko, Tony
Source:
Journal of Second Language Writing, v17 n3 p125-143 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
No
Descriptors: Foreign Students; Writing (Composition); Semantics; Social Sciences; Interrater Reliability; Grading; Writing Evaluation; English for Academic Purposes; Cognitive Style; College Faculty; Engineering Education; Second Language Learning
Abstract: This study addresses the response of social science and engineering science faculty to a naturally occurring sample of second language writing. Using a matched-guise protocol, faculty participants were led to believe that the one-page essay was produced by an international student whose first language was either Chinese or Spanish. The faculty evaluated the writing holistically (on a scale from 1 to 10) and were invited to "correct the five most troublesome errors." Results indicate that the ethnic guise did not affect holistic scores; however, the social science and engineering science faculty did rate the composition differently. While qualitative analysis demonstrates that, not surprisingly, individual editing styles among faculty are quite variable, there was a tendency across faculty to edit semantic gaps as opposed to grammatical items. This indicates a preference by the faculty to clarify content, a finding that supports prior research. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Partnering to Develop Academic Language for English Language Learners through Mathematics and Science (EJ823968)
Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak; Barreto, Guadalupe; Gabel, Joan
Childhood Education, v85 n2 p107 Win 2008
2008-00-00
Journal Articles; Opinion Papers
Yes
Descriptors: Academic Discourse; Summer Schools; Second Language Learning; English (Second Language); Mathematics Education; Science Education; Partnerships in Education; Integrated Activities; Learning Activities; Elementary Secondary Education
Abstract: An urban school district and a university developed a curriculum emphasizing academic language for its English language learners (ELL) students. The partnership began when the district's elementary ESL coordinator approached three university faculty for support in developing a three-year summer school curriculum emphasizing mathematics and science for the ELL students enrolled in the Language Center Program. In this article, the authors report on the outcomes that resulted from the planned objectives and on the unanticipated outcomes that spontaneously resulted as the partnership evolved. The authors begin with a discussion of the primary and the secondary objectives the partnership sought to achieve. The primary objectives included support for ELLs in acquiring academic language and the development of a science and mathematics content-based curriculum. In addition, the authors expected to collect research data and, through the implementation phase of the project, to provide ELLs with opportunities to experience authentic integrated instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs (EJ806779)
Pappamihiel, Eleni
TESL Canada Journal, v24 n2 p42-60 Spr 2007
2007-00-00
Journal Articles; Reports - Descriptive
Descriptors: Teacher Attitudes; Preservice Teachers; Preservice Teacher Education; Attitude Change; Service Learning; Immigrants; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries
Abstract: In the United States and Canada, as in many other countries, it has become common for teachers not specifically trained in English as a second language (ESL) to have immigrant and minority language students in their classrooms. These students, who are generally learning English along with the culture of their new countries, present many challenges for their teachers, who are often not appropriately trained to meet their needs. Often teachers of mathematics, science, and other content-area courses feel less than prepared for these students and lack the skills needed to accommodate instruction to their unique needs. In addition, these same teachers often harbor attitudes and beliefs about immigrant students that are not conducive to the development of a safe learning environment and are difficult to alter. This article describes how a community-based service-learning project (CBSL) was used to begin to investigate the attitudes and beliefs of preservice content-area teachers toward English language learners (ELLs). In this study many participants exhibited some level of change in their attitudes about working with ELLs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Fusing Pedagogic Horizons: Language and Content Teaching in the Mainstream (EJ737871)
Arkoudis, Sophie
Linguistics and Education: An International Research Journal, v16 n2 p173-187 Sum 2005
2005-00-00
Descriptors: Foreign Countries; English (Second Language); Course Content; Language Teachers; Curriculum Development; Science Teachers; Grade 10; Teacher Collaboration; Second Language Instruction; Educational Policy; Integrated Curriculum; Secondary School Science
Abstract: One of the central concerns of English as a Second Language (ESL) education within many English-speaking countries has been the relationship between content and language teaching. In Victoria, a state of Australia, the educational policy of mainstreaming ESL is presented as a means of catering to the language learning needs of ESL students within mainstream subject contexts through the integration of the language and content curriculum. In such policy, the relationship between language and content is constructed as unproblematic and uncontested. This paper analyses, using appraisal theory [Martin, J. R. (2000). Beyond exchange: Appraisal systems in English. In S. Hunston, & S. Thompson (Eds.), "Evaluation in text" (pp. 1--42). London: Oxford University Press] and positioning theory [Harre, R., & van Langenhove, L. (1999). "Positioning theory: Moral contexts of intentional action." London: Blackwell Publishers], the planning conversations of an ESL teacher and a science teacher planning curriculum for a year 10 science class. The analysis highlights the factors that influence the extent to which the teachers can balance language and content, including power relations between teachers, the curriculum topic under discussion and the dichotomy that is constructed by the teachers between language and content. Implications for language and content research will be highlighted in light of the conclusions drawn from this study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Implications of Implementing a "Flexible" Syllabus for ESL Policy in the Sultanate of Oman (EJ803275)
Al-Issa, Ali S. M.
RELC Journal: A Journal of Language Teaching and Research, v38 n2 p199-215 2007
Descriptors: Foreign Countries; English (Second Language); Second Language Instruction; Official Languages; English for Science and Technology; Ideology; Conflict; Language Planning; Educational Policy
Abstract: The education system in general and ELT in particular are rigidly controlled in the Sultanate of Oman, which gives teachers little room to supplement the mandated textbook. This article, hence, discusses ideologies about the "flexible" ELT syllabus and the role of the teacher's professionalism in the syllabus implementation process. One of the powerful "ideologies" that govern ELT in the Sultanate of Oman is thus the "neocolonial/communicative". Another powerful ideology is the "professional", which is exclusively concerned with the teacher's professionalism. These two ideologies complement each other and are present in the various statements made by different agents involved in the Omani ELT system, the pertinent literature and the "Philosophy and Guidelines for the Omani English Language School Curriculum" (Nunan et al. 1987), herewith referred to as the National English Language Policy/ Plan (NELP). However, these seem to conflict with the "colonialist/culturalist" ideologies incorporated in the content of the materials produced locally by the Ministry of Education--"Our World through English" (OWTE) and its suggested means of implementation. This is considered to negatively impact "Omanization". This research paper, therefore, critically examines and discusses this state of ideological conflict via triangulating data from semi-structured interviews conducted with different agents involved in the implementation of ELT in Oman, pertinent literature and policy texts and NELP. Such examination and discussion have their implications for second language policy implementation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Content-Based Instruction in Primary and Secondary School Settings. Case Studies in TESOL Practice Series (ED496857)
Kaufman, Dorit, Ed.; Crandall, JoAnn, Ed.
Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Books; Collected Works - General
N/A
Descriptors: Teaching Methods; Second Language Learning; English Instruction; Social Sciences; Professional Development; Professional Development Schools; Constructivism (Learning); English (Second Language); Curriculum Design; Integrated Curriculum
Abstract: Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary and secondary schools. Following a preface by the series editor and Chapter 1: Standards- and Content-Based Instruction: Transforming Language Education in Primary and Secondary Schools (Dorit Kaufman and JoAnn Crandall), this book is divided into three parts and 13 chapters. Part 1, Partnerships and Constructivist Notions in Content-Based Instruction, presents: (2) Keeping Content at the Heart of Content-Based Instruction: Access and Support for Transitional English Learners (George C. Bunch, Rachel A. Lotan, Guadalupe Valdes, and Elizabeth G. Cohen); (3) Pickles, Proverbs, and Play: Finding Out about Ourselves and Others (Valerie S. Jakar); (4) Collaborating on the Curriculum: Focus on Secondary ESOL (Donna Hurst and Chris Davison); (5) Coteaching in a Sheltered Model: Maximizing Content and Language Acquisition for Beginning-Level English Language Learners (Carolyn Bernache, Kathleen Galinat, and Sandra Jimenez); and (6) Working Together to Raise Content-Based Instruction Into the Zone of Proximal Development (Tatiana Gordon). Part 2, Reflection and Inquiry in Content-Based Instruction Professional Development, continues with: (7) Supporting Sheltered Instruction in a Bilingual Program through a Professional Development School Partnership (Nancy Dubetz, Hilduara Abreu, Reina Alegria, Mercedes Casado, and Asuncion Diaz); (8) Teaching a Less Commonly Taught Language in a Social Science Classroom (Erin Fairlight Olsen and R. Kirk Belnap); (9) Giving Them a Voice: Content-Based Instruction in an EFL Setting (Gabriel Diaz-Maggioli and Alicia Burbaquis-Vinson); and (10) Frilled Up Science: Developing Practices within Collaboration (Sophie Arkoudis). Part 3, Standards- and Content-Based Curriculum, Assessment, and Professional Development, concludes the book with: (11) On the Road to "MECCA": Assessing Content-Based Instruction within a Standards Framework (Margo Gottlieb and Timothy Boals); (12) Mapping the ESOL Curriculum: Collaborating for Student Success (Ester de Jong and Genoveffa Grieci); (13) Choosing Depth over Breadth in a Content-Based ESOL Program (Martha Bigelow, Susan Ranney, and Ann Mickelson Hebble); and (14) New Conceptual Tools for Content-Area Teachers: A Programmatic Approach to Content-Based Instruction (Annela Teemant). A list of references; and an index are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. A Functional Perspective on the Critical "Theory/Practice" Relation in Teaching Language and Science (EJ737870)
Mohan, Bernard; Slater, Tammy
Linguistics and Education: An International Research Journal, v16 n2 p151-172 Sum 2005
Descriptors: Theory Practice Relationship; Grade 1; Grade 2; Elementary School Science; Foreign Countries; English (Second Language); Second Language Learning; Science Instruction; Science Activities; Second Language Instruction; Teaching Methods
Abstract: This article uses a functional view of language to frame and analyze issues of language and content in mainstream classrooms. Describing a Western Canadian grade one/two science class, it examines how a teacher and her class of young ESL students were able to build up a simple theory of magnetism in a scientific register, link its technical terms to their practical experience, and apply the theory to explain and extend their experience of magnets. She thus created a new blend of theory and practice in their activity of doing science. The study demonstrates the value of a functional perspective on social practice, leading to a sharper understanding of issues of language and content learning in mainstream classrooms and a greater ability to analyze relevant data. Educational implications include a richer understanding of the connections between students' practical experience and their theoretical understanding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. English Language Learners in the Science Classroom (EJ722680)
Lincoln, Felicia; Beller, Caroline
Science Scope, v28 n1 p28-31 Sep 2004
2004-09-00
Descriptors: Second Language Learning; Educational Needs; High Stakes Tests; Educational Experience; English (Second Language); Science Instruction; Teaching Methods; Cultural Differences
Abstract: The changing demographics within the nation's public schools present teachers with new challenges. According to the 2000 census, the state of Arkansas, for instance, experienced a 300 percent growth in its minority language populations since 1990. That means that educators in regions such as this, and across the nation, are faced with the dilemma of meeting the needs of and providing positive educational experiences for students whose first language is not English. Science education and English as a Second Language (ESL) have come under close scrutiny in the last few years, in part because of the pressure to improve students scores in science on high-stakes tests. But the reality is that teachers must educate an increasing number of children whose languages, backgrounds, and educational needs are unfamiliar to them. A primary concern among teachers is that they will dilute content for special populations of students. But by writing goals and objectives for the entire class, teachers are able to meet the needs of language learners without compromising content. The only adaptations that should be made are those that allow students better access to the information and ultimately to the attainment of the goals and objectives. Both pre- and in-service teachers have successfully used the strategies described in this article, in teaching language and cultural minorities. These strategies can be, and often are, used by ESL teachers in pull-out programs. Lists of 13 resources and 9 Internet resources are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Socialising ESL Students into the Discourse of School Science through Academic Writing (EJ728258)
Huang, Jingzi
Language and Education, v18 n2 p97-123 2004
2004-00-00
Descriptors: Socialization; English (Second Language); Academic Discourse; Science Education; Writing (Composition); Case Studies; Secondary Education; Science Instruction; Data Analysis; Conflict
Abstract: This paper takes the view of "language socialization" (Schieffelin & Ochs, 1986) to examine, through a case study of a secondary ESL science class, the instructional process that aims at facilitating the integration of specific science content learning and the construction of a particular kind of written discourse typically found in school science. The main question addressed in the paper is: How do classroom instructional activities for the development of academic writing socialize students into the world of school science in a content-based language program? The discussion focuses on the whole learning process through analyzing the data collected at different learning stages. The analysis on students' socialization into the science discourse reveals how integration of content and language may be explicitly highlighted by teachers for students. Initial conflicts between the students' and target ways of thinking and writing are presented with a description of how conflicts are constantly negotiated through interactions with, through, and about written texts. By focusing on the process instead of one piece of product, the study has managed to go further to examine the role played by classroom instruction in integrating the students' academic content learning and written discourse construction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Reaching English Language Learners (EJ722147)
Keenan, Suzanne
Science and Children, v42 n2 p49-51 Oct 2004
2004-10-00
Descriptors: Second Language Learning; Teaching Methods; Science Teachers; English (Second Language); Science Instruction; Science Activities
Abstract: In the authors' science classroom, students who are English Language Learners (ELL) seem to struggle less than they do with other content areas. She believes the "handson" nature of science motivates and encourages students to interact with others. This interaction spurs conversation among the students involved in the activity. If a child is having difficulty communicating his ideas, then another student might ask him to draw a picture to illustrate what he wants to say. Other times, a student may restate what a fellow student has said, making corrections in grammar and word choice. In instances such as these, the students are almost acting as tutors for their classmates by helping them to accurately communicate their ideas to those around them. As an ESL-certified science teacher, the author would like to share some of the successful strategies she has used in her classroom that have helped her English Language Learners, and all learners, meet their goals. First are some "basics" that the reader may already be incorporating into there science lessons. If teachers are struggling to find ways to help their ELL students, it may be reassuring to know teachers already have tools and strategies in their arsenal to benefit English learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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