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Found 30 articles
English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students
- Nov 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.
Ideating task-based designs for special education learners
- Oct 23, 2023
As a means of closing knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.
Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse
- Sep 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?
Wordless but not silent: Unlocking the power of wordless picture books
- Aug 21, 2023
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.
Critical Language Education in Professional Development
- Aug 14, 2023
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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“I have meaningful work:” Crafting teaching and advocacy at an ESL after-school program
- Jul 24, 2023
This article explores how teachers in an after-school program supported refugee and immigrant students and their families.
When literacy ate language: An analysis of a research-based literacy intervention for designated English Learners
- May 29, 2023
In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists.
Revise federal policy on classification of English language learner
- May 2, 2023
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.
Ten years later: Reexamining the TESOL Technology Standards for Language Teachers
- Jan 23, 2023
The TESOL Technology Standards were developed for language teachers to better understand how to use technology appropriately.
Introducing Knowledge-based Vocabulary Lists (KVL)
- Nov 21, 2022
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.
Online Self- and Peer-Assessment for Teacher Professional Development: A Case Study of the Process and the Perceived Impact
- Aug 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 understanding of tasks.
A Flipped Classroom Model to Improve Students’ Online EFL Learning
- May 23, 2022
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.
Supporting Teachers Working with English Learners: Engagement and Impact of a Professional Development Program
- Apr 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 Multilingual Early Childhood Teachers
- Jan 31, 2022
The language practices used by teachers in schools directly impact the language development and reading performance of multilingual children.
ESOL Teachers as Advocates: An Important Role?
- Nov 29, 2021
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.
A Letter to My Teacher: Interactive Written Teacher Feedback
- Nov 1, 2021
This study investigated the interactive function of teacher-written feedback.
Preparing Teachers to Work With English Learners: A Multimodal Vocabulary Mini-Lesson Project
- Oct 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.
Reflection as Meta-Action: Lesson Study and EFL Teacher Professional Development
- Sep 6, 2021
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
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
Language teachers must be equipped with technological skills to respond to the needs of 21st-century classrooms.
