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Search articles in Theory and Research

Found 29 articles

  • Ideating task-based designs for special education learners

    • Oct 23, 2023
    • Hang Chan

    As a means of closing knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.

  • multilingual student participation

    Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse

    • Sep 11, 2023
    • Laura Alvarez, Sarah Capitelli, Guadalupe Valdés

    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?

  • Student reading WPB with teacher

    Wordless but not silent: Unlocking the power of wordless picture books

    • Aug 21, 2023
    • Jennifer D. Honaker, Ryan T. Miller

    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.

  • Teacher praising student

    Critical Language Education in Professional Development

    • Aug 14, 2023
    • Laura Baecher

    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.

  • Teacher in after-school program

    “I have meaningful work:” Crafting teaching and advocacy at an ESL after-school program

    • Jul 24, 2023
    • Jackie Ridley, Nicole King

    This article explores how teachers in an after-school program supported refugee and immigrant students and their families.

  • Literacy

    When literacy ate language: An analysis of a research-based literacy intervention for designated English Learners

    • May 29, 2023
    • Trish Morita-Mullaney, Fang Gao, Rong Zhang

    In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists.

  • English Language Learner

    Revise federal policy on classification of English language learner

    • May 2, 2023
    • David Klayton

    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.

  • teachers and technology

    Ten years later: Reexamining the TESOL Technology Standards for Language Teachers

    • Jan 23, 2023
    • Xiaorui Sun

    The TESOL Technology Standards were developed for language teachers to better understand how to use technology appropriately.

  • vocabulary

    Introducing Knowledge-based Vocabulary Lists (KVL)

    • Nov 21, 2022
    • Norbert Schmitt, Karen Dunn, Barry O’Sullivan, Laurence Anthony, Benjamin Kremmel

    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.

  • self assessment

    Online Self- and Peer-Assessment for Teacher Professional Development: A Case Study of the Process and the Perceived Impact

    • Aug 22, 2022
    • Shambhavi Singh, Santosh Mahapatra

    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 understanding of tasks.

  • online learning

    A Flipped Classroom Model to Improve Students’ Online EFL Learning

    • May 23, 2022
    • Kiki Juli Anggoro, Uswatun Khasanah

    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.

  • smiling teacher near the board

    Supporting Teachers Working with English Learners: Engagement and Impact of a Professional Development Program

    • Apr 11, 2022
    • Ye He, Dawn Bagwell

    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.

  • multilingual students in a classroom

    Teacher Language Practices that Support Multilingual Learners: Classroom-Based Approaches from Multilingual Early Childhood Teachers

    • Jan 31, 2022
    • Christopher J. Wagner

    The language practices used by teachers in schools directly impact the language development and reading performance of multilingual children.

  • school teachers gather in a small school office

    ESOL Teachers as Advocates: An Important Role?

    • Nov 29, 2021
    • Heather A. Linville

    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 to advocate for them.

  • teacher and schoolgirl using laptop in classroom

    A Letter to My Teacher: Interactive Written Teacher Feedback

    • Nov 1, 2021
    • Meryem Polat Köseoǧlu

    This study investigated the interactive function of teacher-written feedback.

  • Primary school students crowded round a computer

    Preparing Teachers to Work With English Learners: A Multimodal Vocabulary Mini-Lesson Project

    • Oct 4, 2021
    • Ying Zhang

    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.

  • Reflection as Meta-Action: Lesson Study and EFL Teacher Professional Development

    • Sep 6, 2021
    • Özgehan Uştuk, Peter I. De Costa

    This article explores the nature of reflective practice in a professional development process based on lesson study.

  • Rethinking Instructional Strategies with English Learners in the Content Areas

    • Aug 9, 2021
    • Scott E. Grapin, Lorena Llosa, Alison Haas, Okhee Lee

    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.

  • Virtual Exchanges in Language Teacher Education: Facilitating Reflection on Teaching Practice Through the Use of Video

    • Jul 12, 2021
    • Barbara Loranc-Paszylk, Shannon M. Hilliker, Chesla Ann Lenkaitis

    Language teachers must be equipped with technological skills to respond to the needs of 21st-century classrooms.

  • Peer Review in Academic Writing: Different Perspectives from Instructors and Students

    • Jun 14, 2021
    • Rashad Ahmed

    This study employed a mixed-methods approach to examine peer review through the eyes of writing instructors and first-year college students, including native and nonnative speakers of English.