Sample records for previous english instruction

  1. Instructional Materials Vocational Related English. (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

    This preliminary draft of instructional materials for an English curriculum offering vocational preparation focuses on grammar concepts, selected vocational English topics, and the use of resource materials. The unit plans contain general and specific behavioral objectives, student activities, and teaching procedures. Information sheets, student…

  2. Effective instruction for English learners. (United States)

    Calderón, Margarita; Slavin, Robert; Sánchez, Marta


    The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

  3. English-Language Writing Instruction in Poland (United States)

    Reichelt, Melinda


    Second language writing scholars have undertaken descriptions of English-language writing instruction in a variety of international settings, describing the role of various contextual factors in shaping English-language writing instruction. This article describes English-language writing instruction at various levels in Poland, noting how it is…

  4. Sharing perspectives on English-medium instruction

    CERN Document Server

    Ackerley, Katherine; Helm, Francesca


    This volume gives voice to the views and experiences of researchers, lecturers, administrative staff, teacher trainers and students with regard to the implementation of English-medium instruction in a public university based in the north-east of Italy.

  5. English Medium of Instruction: A Situation Analysis (United States)

    Uys, Mandie; van der Walt, Johann; van den Berg, Ria; Botha, Sue


    The majority of learners in southern Africa receive their education through the medium of a second language, English. Although teachers of English play a crucial role in helping learners to acquire language skills in the medium of instruction, we argue that subject content teachers' lack of attention to the teaching of the four language skills may…

  6. Preference for language of instruction of an English language learner with autism. (United States)

    Aguilar, Jeannie M; White, Pamela J; Fragale, Christina; Chan, Jeffrey Michael


    To use a preference assessment to identify the preferred language of instruction (English or Spanish) for a child with autism living in a Spanish-speaking home and receiving school services in English only. We used a concurrent chains method to evaluate the participant's preference for English or Spanish instruction. Colored microswitches represented English instruction, Spanish instruction and no instruction (control). Switch presses resulted in instruction and reinforcement in either English or Spanish, or no instruction and no reinforcement. After session 10, switches were reprogrammed to control for color bias. The participant chose Spanish instruction most frequently. The participant preferred to receive instruction in Spanish. These data support previous research indicating the importance of child preference when individualizing educational programs for children with autism and that language of instruction is an important variable when working with children with autism who experience multiple languages across home and school.

  7. Differentiating Instruction in Mathematics for the English Language Learner (United States)

    Murrey, Deandrea L.


    Mathematics teachers need to provide explicit language instruction for students learning English. By differentiating instruction in mathematics, teachers can plan and provide instruction in mathematics with the goal of providing access to all students. (Contains 1 table and 4 figures.)

  8. Content-Based Instruction Approach in Instructional Multimedia for English Learning


    Farani, Rizki


    Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

  9. Instructional Models and Strategies for Teaching English Language Learners (United States)

    Moughamian, Ani C.; Rivera, Mabel O.; Francis, David J.


    This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners (ELLs). The authors begin by outlining key contextual factors that decision-makers should take into account when making instructional choices for English language learners, then follow with a brief…

  10. Remapping Englishness--the Impact of Globalization on College English Instruction in Taiwan (United States)

    Lee, Jade Tsui-yu


    The purpose of this paper is to examine the impact of globalization upon the college-level instruction of English/American literature in Taiwan. The examination will be centered upon the subject of Englishness as demonstrated in the courses of English/American Literature taught in Taiwan. By focusing on the term "Englishness," the paper…



    Chothibul Umam


    The role of knowledge on English Morphology for the students of English Language Education (henceforth ELE) cannot be neglected. However, the preliminary observations done by the researcher during the instructional process of English Morphology at the State College for Islamic Studies (STAIN) Kediri Indonesia, for three academic years shows that most of the students still get difficulty in understanding the course content.  The researcher, therefore, is of the opinion that the instructional m...

  12. An investigation of mathematics and science instruction in English and Spanish for English language learners (United States)

    Rodriguez-Esquivel, Marina

    The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

  13. How Much English Language Arts and Mathematics Instruction Do Students Receive? Investigating Variation in Instructional Time (United States)

    Phelps, Geoffrey; Corey, Douglas; DeMonte, Jenny; Harrison, Delena; Loewenberg Ball, Deborah


    The amount of instruction students receive has long been viewed as a foundational educational resource. This article presents an analysis of the time students spend in elementary English language arts (ELA) and mathematics instruction. In mathematics, the average student received about 140 hr of instruction, but students in the top sixth of…

  14. English Language Instruction in the Philippine Basic Education Program (United States)

    Vizconde, Camilla


    The study discusses the dynamics English language instruction in the Philippine basic education curriculum. Although English enjoyed immense popularity as early as 1900s during the American entry to the country, its role in Philippine education has transformed gradually as the country undergoes political, social and economic reconstruction in the…

  15. English as a medium of instruction at Danish universities

    DEFF Research Database (Denmark)

    Lueg, Klarissa


    This paper discusses possible policies to handle English as a medium of instruction for higher education (HE) in Denmark. It summarizes the de-facto status of the institutionalization of English as a lingua franca and EMI in Europe and relates the findings to the status quo of the academic and po...

  16. English medium of instruction: A situation analysis | Uys | South ...

    African Journals Online (AJOL)

    The majority of learners in southern Africa receive their education through the medium of a second language, English. Although teachers of English play a crucial role in helping learners to acquire language skills in the medium of instruction, we argue that subject content teachers' lack of attention to the teaching of the four ...

  17. Improving English Instruction through Neuro-Linguistic Programming (United States)

    Helm, David Jay


    This study examines the background information and numerous applications of neuro-linguistic programming as it applies to improving English instruction. In addition, the N.L.P. modalities of eye movement, the use of predicates, and posturing are discussed. Neuro-linguistic programming presents all students of English an opportunity to reach their…

  18. Culturally Responsive Instruction for English Language Learners with Learning Disabilities (United States)

    Orosco, Michael John; O'Connor, Rollanda


    This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused…

  19. Instruction and Assessment for Limited-English-Proficient Adult Learners. (United States)

    Solorzano, Ronald W.

    The report and review of literature discusses instructional and assessment practices associated with limited-English-proficient (LEP) adults, and recommends that literacy providers use alternative forms of instruction and assessment for this population that are based on: (1) an explicit emphasis on writing; (2) use of the learner's own cultural…

  20. English Medium Instruction in Multilingual and Multicultural Universities:

    DEFF Research Database (Denmark)

    Henriksen, Birgit; Holmen, Anne; Kling, Joyce

    English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out......’ experiences in the midst of curricular change and presents reflections on ways to professionally navigate in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for university management...... and educational planners, researchers, pre- and in-service teachers, and advanced students with an interest in EMI and the multilingual, multicultural university setting....

  1. Orientations towards English among English-Medium Instruction Students (United States)

    Karakas, Ali


    Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion…

  2. Perceptions of World Englishes Accents in English Phonetics Instruction of China

    Directory of Open Access Journals (Sweden)

    Zhengwei Pei


    Full Text Available With the notion of World Englishes (WE accepted in the academia, the past decade has witnessed ten studies or so conducted to scrutinize how English learners of China perceptually evaluate English varieties. Those studies, however, seldom explore the juncture between learners’ attitudes toward accent varieties of English and their expectations of English phonetics instruction. Additionally, they primarily draw quantitative data from surveys of large samples without providing in-depth viewpoints from learners themselves. This study aimed to investigate Chinese tertiary-level English learners’ attitudes toward WE accents and how they view accents situated in English phonetics instruction with cross-validated research methods including an accent recognition test, an attitudinal experiment, a questionnaire survey, and semi-structured interviews. Its participants were 64 sophomore English majors at a Chinese university; the accents examined were American English (AmE, British English (BrE, China English (ChE, Australian English, Indian English, and Korean English. Results indicate that students could recognize AmE and BrE better than other accents and that they identified with BrE most, but preferred to imitate AmE and welcome Americans as their phonetics teachers. Results also show students’ propensity for setting a native speaker norm, rather than adopting ChE as a model, at phonetics class. Based on the findings, the study concluded that nowadays teachers for English majors in China still need to adhere to the native speaker model in English phonetics instruction, and meanwhile, expose their students to various WE accents in order to facilitate their English phonetics learning and cultivate their awareness of WE.


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    Rahmat Yusny


    Full Text Available Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.

  4. Improving English Pronunciation: An Automated Instructional Approach

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    Sugata Mitra


    Full Text Available This paper describes an experiment in which groups of children attempted to improve their English pronunciation using an English-language learning software, some English films, and a speech-to-text software engine. The experiment was designed to examine two hypotheses. The first is that speech-to-text software, trained in an appropriate voice, can act as an evaluator of accent and clarity of speech as well as help learners acquire a standard way of speaking. The second is that groups of children can operate a computer and improve their pronunciation and clarity of speech, on their own, with no intervention from teachers. The results of the experiment are positive and point to a possible new pedagogy.

  5. Teaching English in English : A preliminary study into nonnative English-speaking teachers' decision in using English as the language of instruction


    大藪, 加奈


    This study deals with nonnative English-speaking teachers’ choice of English as the language of instruction. It maps actual and theoretical frameworks that need considering when conducting such a research. Two viewpoints on “English worthy of instruction” are presented, current data on nonnative English-speaking teachers’ English lessons are discussed, situations that affect teachers’ choice of language, and theoretical frameworks useful for the analysis are examined.

  6. Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction

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    Asma Dabiri


    Full Text Available This research compared the effects of two types of instruction: Processing Instruction (PI and Meaning-based Output Instruction (MOI on the interpretation and production of English passive structures.  Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30 participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI. The data were analyzed by running one-way analysis of variance (ANOVA and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences.  This study supported the use of PI and MOI rather than the use of traditional instruction (TI in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.

  7. RelaisILL instructions in English

    International Development Research Centre (IDRC) Digital Library (Canada)

    Julie Cassone

    OOID. Access from research databases (IDRC Discovery Service). OR. Access via Google Scholar*. ➢ Once you have clicked on the link, the Patron Login screen appears. * See instructions on how to add « IDRC Full Text » in Google Scholar at ...

  8. Culturally responsive instruction for english language learners with learning disabilities. (United States)

    Orosco, Michael John; O'Connor, Rollanda


    This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs. © Hammill Institute on Disabilities 2013.

  9. Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction (United States)

    Hunt, Meghan; Feng, Jay


    This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

  10. A Framework for Explicit Vocabulary Instruction with English Language Learners (United States)

    Nisbet, Deanna L.; Tindall, Evie R.


    Academic vocabulary development is critical to the success of all learners--particularly English language learners (ELLs). This article presents a framework for integrating explicit academic vocabulary instruction for ELLs into middle school classrooms. The framework embodies five research-based principles and serves as a vehicle for structuring…

  11. A Systematic Review of English Medium Instruction in Higher Education (United States)

    Macaro, Ernesto; Curle, Samantha; Pun, Jack; An, Jiangshan; Dearden, Julie


    After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education.…

  12. Developing Instructional Materials on English Oral Communication for Nursing Schools (United States)

    Sismiati; Adnan Latief, Mohammad


    The needs survey shows that English communication skill of the students in nursing school speaking classes is not well developed. Consequently, the speaking instructional materials used in the classes need to be advanced. Yalden's (1987) Language Program Development covering Needs Analysis, Syllabus and Materials Development, Expert Validation,…

  13. Uncovering English-medium instruction glocal issues in higher education

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    Drljaca Margic, Branka


    This book draws on a range of theoretical and empirical insights to explore the implications of English-medium instruction in higher education and how to capitalize on its strengths and respond to its challenges. It opens up new avenues for research relevant to all educational institutions undergoing change in this field.

  14. Intelligent Web-Based English Instruction in Middle Schools (United States)

    Jia, Jiyou


    The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

  15. Providing Business English Instruction: Thai Instructors' Practices and Students' Perceptions (United States)

    Pratoomrat, Panadda; Rajprasit, Krich


    The present study aimed to examine how Business English courses are conducted in the Thai Higher Education, and to investigate students' perceptions toward the instructional management of the courses in their universities. The participants were four instructors, and one hundred and forty students enrolling in the courses of four universities in…

  16. English writing instruction in Norwegian upper secondary schools

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    May Olaug Horverak


    Full Text Available AbstractThis article presents a study of current English writing instruction practices in a selection of Norwegian upper secondary schools and discusses how this draws upon ideas within genre-pedagogy. The data comprises individual and focus-group interviews, observation reports and some teaching material. The study shows that English teachers focus on teaching genre requirements and adjustment of language to task and context. However, despite agreeing on the importance of teaching how to write specific text-types and to adjust to the situation at hand, there seems to be different opinions about how detailed instruction should be. Some teachers fear that too explicit instruction may hinder creativity, while others emphasise the need to learn how to structure a text, and to open up for creativity within certain writing frames. In spite of the differences, the practices revealed in this study comply quite well with genre-pedagogy. From the findings in this article, it seems like there is a need to develop and make available teaching material in English to be used in writing instruction, and also to improve the English teacher education with regard to the teaching of writing.Keywords: Writing instruction, genre-pedagogy, teaching-learning cycle, con-text and modellingSammendragDenne artikkelen presenterer en studie av engelsk skriveundervisning i et utvalg norske videregående skoler, og diskuterer hvordan disse praksisene samsvarer med sjangerpedagogikk. Innsamlet data består av individuelle og fokusgruppe-intervjuer, observasjonsrapporter og undervisningsmateriale, og studien viser at engelsklærere fokuserer på å undervise sjangerkrav og det å tilpasse språk til oppgave og kontekst. Til tross for at det er enighet om at det er viktig å undervise i spesifikke tekst typer, og det å tilpasse skriving til situasjon, er det ulike meninger om hvor detaljert skriveundervisningen bør være. Noen lærere frykter at for eksplisitt instruksjon kan

  17. Student Motivation And Instructional Strategies In English Learning In Ghana

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    Dr. Mustapha Bin Danquah


    Full Text Available Motivation has been referred to as the single most important ingredient of learning Wieman 2013. However it does not come by chance application of appropriate instructional strategies are necessary. The present study conducted in-depth inquiry into the relevance of student motivation and its relationship with higher achievement in L2 learning. Descriptive research design was adopted for the study. Using stratified sampling technique 60 students were sampled from three public schools in Kumasi Metropolis. Also by means of purposive sampling six English teachers were selected in the three schools as participants. Set of questionnaires were the instrument for the study and analysis involved simple frequencies percentages tables and Pearsons Correlation Coefficient r. The study revealed that students can be motivated by simplicity clarity practical and insightful analogies making lessons lively and interesting and most importantly generous use of TLMs. Positive relationship also existed between students motivation and the use of effective instructional strategies with the attendant proficiency in English. Unequivocally student motivation is pivotal to facilitating proficiency in English a key to riding the crest of globalization and technology.

  18. English Medium Instruction and Idiomaticity in English as a Lingua Franca

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    Jessica G. Briggs


    Full Text Available This paper critically considers the implications of the growth of English-medium instruction (EMI globally for idiomaticity in English as a Lingua Franca (ELF. We first make the case for idiomaticity in English in terms of its contribution to language processing and use and regarding the challenges and affordances it presents to users of English as a second/additional language. We then compare the domains of ELF and EMI in order to pinpoint the similarities and differences between their characteristics, with specific reference to the role of idiomaticity. We argue that EMI prepares students for academic ELF, which is idiomatically distinct from academic L1-English and non-academic varieties of English; that the unidirectional nature of much EMI discourse has implications for ELF-specific idiomaticity; and that the large-scale, long-term language contact engendered by the growth of EMI denotes that an increasing number of L2-English users may be underprepared for a wealth of ELF events, particularly those which draw more substantively on idiomaticity or are themselves idiosyncratically idiomatic. We consider how EMI pedagogy might foster students’ idiomatic competence and creativity to take account of their ELF needs beyond the ivory tower.

  19. Glimos Instructions for CMS Underground Guiding - in english

    CERN Multimedia

    CERN. Geneva; Dupont, Niels; Esposito, William


    In this presentation in english, the basic safety rules for CMS underground visits are explained. The trainees are taught how to plan/organize a CMS underground visit along important safety aspects of the CMS underground (Point 5). Content owners and presenters (CMS safety team) : Niels Dupont (in french), Michael Brodski (in german), William Esposito (in english) A pdf document on the subject is available as material from the indico event page. (TO BE DONE from!)   Tell us what you think via at More tutorials in the e-learning collection of the CERN Document Server (CDS) All info about the CERN rapid e-learning project is linked from  


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    Alejandro Alcaraz Sintes


    Full Text Available This article offer a general but thorougli survey of Computer Assisted lnstruction as applied to the Old English language íkoni the work of the late 80's pioneers to December 2001. It enibraces all the different facets of the question: stand-alone and web-based applications, Internet sites. CD-ROMs, grammars, dictioriaries, general courses, reading software, extralinguistic material, exercises, handouts, audio files ... Each instruction itee whether it be a website, a java exercise, an online course or an electronic book- is reviewed and URLs are provided in Sootiiotes. These reviews are accompanied all throughout by the pertinent theoretical background and practical advice.

  1. Motivation and Confidence of Indonesian Teachers to Use English as a Medium of Instruction (United States)

    Aritonang, Mangasa


    This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as a medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking…

  2. Student Voice on the Instructional Qualities of the Effective English Language Teacher: A Collective Case Study


    Corinne Vong Siu Phern; Mohamad Jafre Zainol Abidin


    A majority of Malaysian students only have average English language proficiency, although instructional qualities of the effective English language teacher have by far been expounded by English language experts. Thus, this study aimed to investigate the extent to which the responses of student voice representing above average, average and below average English language proficiency from the primary, secondary and tertiary levels - have agreed with expert opinion’s description of instructional ...

  3. Elementary English Language Instruction: Colombian Teachers’ Classroom Practices

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    Cadavid Múnera Isabel Cristina


    Full Text Available An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in terms of activities, materials, teacher and student roles are reported. Lastly, implications of this research project related to early foreign language instruction are highlighted. Key words: Public Elementary-English-Language Instruction, English-Foreign Language, Ethnography-Research-Method, Teaching-Methodology Este artículo presenta los resultados preliminares de una investigación etnográfica acerca de las estrategias metodológicas utilizadas por profesores de básica primaria que enseñan inglés como lengua extranjera en 7 escuelas públicas del área metropolitana del municipio de Medellín. En la primera parte se resalta la importancia de esta investigación en nuestro medio y en la segunda, de los 12 profesores participantes y un análisis de la metodología empleada por ellos con respecto a las actividades de clase, los materiales y el rol del estudiante y del profesor. Finalmente, se discuten algunas de las implicaciones de este proyecto de investigación en la enseñanza de lenguas extranjeras a niños. Palabras claves: Inglés-Enseñanza-Básica Primaria, Lengua Extranjera-Inglés, Estudio Etnográfico-Investigación, Enseñanza-Metodología

  4. Student Voice on the Instructional Qualities of the Effective English Language Teacher: A Collective Case Study

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    Corinne Vong Siu Phern


    Full Text Available A majority of Malaysian students only have average English language proficiency, although instructional qualities of the effective English language teacher have by far been expounded by English language experts. Thus, this study aimed to investigate the extent to which the responses of student voice representing above average, average and below average English language proficiency from the primary, secondary and tertiary levels - have agreed with expert opinion’s description of instructional qualities of the effective English language teacher. In this respect, student voice was analysed using triangulation not only on the instructional qualities discussed, but also on the literature review. Interesting findings revealed that student voice still had something extra to contribute in determining the instructional qualities of the effective English language teacher, with a touch of irony and constructive criticism on how such qualities of English language teachers/lecturers could still improve, so as to appear more effective in learners’ eyes.

  5. Reading Instruction for English Learners in the Middle Grades: A Meta-Analysis (United States)

    Hall, Colby; Roberts, Garrett J.; Cho, Eunsoo; McCulley, Lisa V.; Carroll, Megan; Vaughn, Sharon


    This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper…

  6. Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners (United States)

    Vadasy, Patricia F.; Sanders, Elizabeth A.


    This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

  7. Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions (United States)

    Yang, Pei-Ling; Wang, Ai-Ling


    The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

  8. Analyzing writing in english-medium instruction at university

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    María Sagrario Salaberri Ramiro


    Full Text Available The number of bilingual and English-Medium-Instruction (EMI degree programmes has grown significantly in Spanish universities during the last few years, becoming a new trend within the Bologna system. The implementation of the European Higher Education Area (EHEA led to changes in Spanish universities, promoting a shift in the teaching methods and enhancing the improvement in quality and international competitiveness pursuing an increase in mobility opportunities and the employability of the European graduates. The command of the English language in specialized university contexts became thus crucial. Research conducted at university level reveals that university students often have difficulty in performing the cognitive and discursive operations involved in the comprehension and production of written texts. These difficulties aggravate when the written performance has to be conducted in a nonnative language. The present paper analyses the written production of Chemistry students following an EMI approach at the University of Almería (Spain from a qualitative perspective. Results show the differences in the performance of certain areas of written language competence, which evidences the need to adopt methodologies that solve the problems and difficulties faced by students in order to help them integrate the global features of the writing ability within their own course contents in a second language.

  9. Game On! Young Learners' Incidental Language Learning of English Prior to Instruction (United States)

    De Wilde, Vanessa; Eyckmans, June


    In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children's English proficiency and the learner characteristics that can be associated with it. In order to measure the children's English proficiency, a receptive…

  10. Research-Based Vocabulary Instruction for English Language Learners (United States)

    Chung, Stephanie F.


    A major reading-achievement gap exists between English language learners and English-only students. In order for ELLs to experience school success, they must achieve English language proficiency. This article presents why vocabulary acquisition plays the most vital role in ELLs' learning of the English language. Factors include the severity and…


    Directory of Open Access Journals (Sweden)

    Zaitun Qamariah


    Full Text Available This study was a research and development (R&D which is basically aimed at developing English instructional materials based on School-based Curriculum for the first-year students of MAN Model Palangka Raya. This study involved: need analysis, reference study, material development, expert validation, try out (empirical validation, and revision. The data were gathered through observation, questionnaires, interview, and validation technique.  The result of the need analysis shows that the students are in need of English instructional materials relevant to their major content needs and school characteristics. However, the existing English instructional materials used by the teachers and the first-grade students of MAN Model Palangka Raya as a senior high school with Islamic feature still served from available published course books which are too general and still do not reflect the need of the students and particular characteristics of the school. English instructional materials developed in this study is intended to develop English instructional materials which could provide a set of instructional materials to accomodate the Islamic characteristics and the needs of the first-year students of MAN Model Palangka Raya. For the purpose, the materials were adopted and adapted from some Islamic textbooks and Islamic reading websites. Keywords: research and development, Islamic English instructional material, school-based curriculum

  12. Contextualizing Instruction for English Language Learners with Learning Disabilities (United States)

    Miller, Rhonda D.


    English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…

  13. Using English as a second language as the language of instruction ...

    African Journals Online (AJOL)

    The issues discussed in this article have arisen from the authors' concern about primary school teachers' ability to use English as the language of instruction in their classrooms. Teachers in primary schools who are English second language speakers were asked to comment on the three main problems that they experience ...

  14. The Relationship between Motivation, Gender, L1 and Possible Selves in English-Medium Instruction (United States)

    Lasagabaster, David


    English-medium instruction (EMI) is considered to be one of the main instruments to internationalize universities all over the world. Due to its recent implementation, research on linguistic outcomes is on the increase, whereas non-linguistic outcomes have been neglected. In fact, research on motivation in traditional English as a foreign language…

  15. Salient Key Features of Actual English Instructional Practices in Saudi Arabia (United States)

    Al-Seghayer, Khalid


    This is a comprehensive review of the salient key features of the actual English instructional practices in Saudi Arabia. The goal of this work is to gain insights into the practices and pedagogic approaches to English as a foreign language (EFL) teaching currently employed in this country. In particular, we identify the following central features…

  16. Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects (United States)

    Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che


    The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…

  17. To Teach Standard English or World Englishes? A Balanced Approach to Instruction (United States)

    Farrell, Thomas S. C.; Martin, Sonia


    This article suggests that English language teachers should consider all varieties of English, not just British Standard English or American Standard English. In order to better prepare students for the global world, and to show them that their own English is valued, teachers can implement a balanced approach that incorporates the teaching and…

  18. Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory (United States)

    Barrett-Tatum, Jennifer


    The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestr?m's…

  19. Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions with English Language Learners (United States)

    Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda


    The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…

  20. The Instructed Learning of Form-Function Mappings in the English Article System (United States)

    Zhao, Helen; MacWhinney, Brian


    This article analyzes the instructed learning of the English article system by second language (L2) learners. The Competition Model (MacWhinney, 1987, 2012) was adopted as the theoretical framework for analyzing the cues to article usage and for designing effective computer-based article instruction. Study 1 found that article cues followed a…

  1. English for Content Instruction in a Japanese Higher Education Setting: Examining Challenges, Contradictions and Anomalies (United States)

    Toh, Glenn


    This article examines issues pertaining to content instruction in English in a Japanese higher education institution. It notes that Japan's economic success in the latter part of the twentieth century was achieved with Japanese as the medium of instruction and observes that in terms of ideology and cultural politics at least, there are inherent…

  2. An Investigation into the Use of Computer-Assisted Instruction to Present Basic English Grammar Concepts (United States)


    gramatical concepts? RESPONSES: i AFIT ; Handbook of Current English , Corder I Warner Series IJ JHarbrace College Handbook Any handbook (Harbrace or Rinehart...AFIT/GIR/LSR/91D-10 DTIC PI-ECTE JAN 0 7 1992 AN INVESTIGATION INTO THE USE OF CCMPUT-ASSISTED INSTRUCTION TO PRESENT BASIC ENGLISH GRAMMAR CONCEPTS...Departmnt of English , Ur ersity of Dayton: Dr. Peter Aarons, Dr. Dugene August, Brother James Boe.ilein, Dr. Alex Cameron, Dr. Joyce Durham, Dr

  3. Toward a Typology of Implementation Challenges Facing English-Medium Instruction in Higher Education: Evidence from Japan (United States)

    Bradford, Annette


    Higher education is becoming increasingly internationalized, and the use of English as a medium of instruction for academic content has become commonplace in countries where English is not the native language. However, concerns are growing that the trend toward English-medium instruction (EMI) has accelerated without sufficient thought to the…

  4. The Effect of Explicit vs. Implicit Instruction on the Learnability of English Consonant Clusters by Iranian Learners of English (United States)

    Khanbeiki, Ruhollah; Abdolmanafi-Rokni, Seyed Jalal


    The present study was aimed at providing the English teachers across Iran with a good and fruitful method of teaching pronunciation. To this end, sixty female intermediate EFL learners were put in three different but equivalent groups of 20 based on the results of a pronunciation pre-test. One of the groups received explicit instruction including…

  5. Sheltered Instruction for English Language Learners: Insights and Challenges (United States)

    Macías, Ana H.; da Luz Fontes, Ana Areas; Kephart, Kerrie; Blume, María


    The authors report on an exploratory pilot project implemented in a large city on the U.S.-Mexico border. The project focuses on a curricular design in a secondary school where beginning-level English as a second language students are taught English language arts in Spanish. The researchers sought to determine whether these students made greater…

  6. Fostering Cognitive Collaboration for Effective Instruction in English ...

    African Journals Online (AJOL)

    The paper posits that this seemingly impossible task can be overcome by fostering cognitive collaboration in collaborative learning groups when teaching the skills of English language. This will motivate students towards successful learning and achievement in literacy and English. It will also allow teachers to pool their own ...

  7. Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners (United States)

    Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren


    This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

  8. Multimedia-Assisted Instruction in Developing the English Language Skills:CBSUA Experience

    Directory of Open Access Journals (Sweden)



    Full Text Available - This study identified the multimedia-assisted instruction used by the respondents in teaching English and determined the extent of using the same in developing the relevant language skills.This study was premised on the assumption that multimedia-assisted instruction in English has been applied in developing the English language skills of college students; specifically, this involved the teacher’s manipulation of print media, audio and audio-visual aids as well as internet materials. The Central Bicol State University of Agriculture-Main campus in Pili, including its campuses in Pasacao, Sipocot and Calabanga, all in Camarines Sur, served as the venue of this study. The college instructors, deans and language educators as well as experts of English from the said university served as respondents.The descriptive method of research was applied. The statistical tools used were the weighted mean and the Likert’s validation scale. The data were subjected to an in-depth analysis and interpretation to find concretely the specific multimedia-assisted instruction in English used by college instructors, the extent of using it in teaching, as well as the extent of using the same to language skills development. Based on the findings, the college instructors were using much of the multimedia available in their campuses, while frequently applying multimedia-assisted instruction in related English language skills development. It also proposed an instructional tool entitled “PowerPoint for Better English Language Teaching” which was prepared and validated. The findings helpedinstructors, administrators, and educational leaders to augment university budget, to purchase updated teaching devicesand to conduct teacher-training programs.

  9. English as a Medium of Instruction: Sharing opinions

    Directory of Open Access Journals (Sweden)

    Virginia Pulcini


    Full Text Available The aim of this article is to introduce the ongoing debate on the adoption of English Medium Istruction (EMI in Italian universities. First, it focuses on the strategic motivations of EMI, i.e. the internationalization of Italian higher education and the role of English in this process. Then, starting from the case of the Politecnico di Milano, the author presents the cultural debate on the defence of Italian in higher education which was initiated by the Accademia della Crusca and has recently raged among Italian academics. Subsequently, the linguistic and pedagogical challenges posed by EMI are discussed with reference to the competence in English required to study and teach in this new mode. In fact, data shows that many national and international students do not possess adequate competence in the use of English, and lecturers are rarely offered training or support, if needed. The author concludes by arguing that the adoption of EMI requires strategic planning and monitoring to meet the demands of internationalization, on the one hand, and implement a high-profile educational policy, on the other.

  10. The Cutting Edge: Workplace English. Project Handbook and Instructional Guide. (United States)

    Clymer-Spradling, Carol

    A workplace literacy program for garment workers is described and evaluated. The program, a partnership between El Paso Community College (Texas) and Levi Strauss & Company, consisted of a three-level, job-specific, video-based curriculum for limited-English-speaking employees implemented at seven plants in El Paso. The 18-month model…

  11. Instructional Leadership in Greek and English Outstanding Schools (United States)

    Kaparou, Maria; Bush, Tony


    Purpose: The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach: Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four…

  12. Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English (United States)

    Rahimirad, Maryam; Zare-ee, Abbas


    Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening self-efficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate…

  13. The Effect of Morphological Instruction in Improving the Spelling, Vocabulary, and Reading Comprehension of High School English Language Learners (ELLs) (United States)

    Diaz, Ivan


    The purpose of this study was to determine if Morphological Instruction (knowledge of the Germanic, Latin, and Greek words, roots, and affixes of English) was an effective instructional approach towards accelerating the acquisition of spelling, vocabulary, and reading comprehension and closing at least a 6,000 word gap between English language…

  14. Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning (United States)

    Pierson, Susan Jacques


    One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…

  15. Teacher change in beliefs and practices in science and literacy instruction with English language learners (United States)

    Lee, Okhee


    This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

  16. Learner Resistance to English-Medium Instruction Practices: A Qualitative Case Study (United States)

    Huang, Yi-Ping


    The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners' favorable attitudes toward EMI but not necessarily its practices. Learners' dissatisfaction has not been viewed as a form of resistance. Through the notion of learner…

  17. English-Medium Instruction in Singapore Higher Education: Policy, Realities and Challenges (United States)

    Bolton, Kingsley; Botha, Werner; Bacon-Shone, John


    Within the Asian region, Singapore has long been seen as a leader within the field of higher education, with an unmatched record of success in implementing English-medium instruction (EMI) at all levels of education, including colleges and universities. This present study reports on a large-scale survey carried out at one of Singapore's major…

  18. OBE EAP-EOP Model: A Proposed Instructional Design in English for Specific Purposes (United States)

    Hernandez, Hjalmar Punla


    Outcome-Based Education (OBE) demands innovative Instructional Designs (ID) in the 21st century. Being a descriptive-qualitative research, this paper aimed to (1) identify the ID used in the English language curricula of a private tertiary level institution in the Southern Luzon, Philippines, (2) determined the elements that the ID of the English…

  19. A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers (United States)

    Tam, Kai Yung; Heward, William L.; Heng, Mary Anne


    We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new…

  20. English Vocabulary Instruction in Six Early Childhood Classrooms in Hong Kong (United States)

    Lau, Carrie; Rao, Nirmala


    Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of…

  1. Acquiring reading and vocabulary in Dutch and English: the effect of concurrent instruction

    NARCIS (Netherlands)

    van der Leij, A.; Bekebrede, J.; Kotterink, M.


    To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were

  2. Construction of 56 Instructional TV Programmes for English Language Learners in Turkey (United States)

    Koumi, Jack


    During 30 months in 2010-2013, 56 instructional TV programmes for an English Language Learning course were scripted in the UK and produced in Turkey. Each TV programme has three drama clips, each one followed by a review of key phrases, then by a section inviting viewers to practice speaking those phrases. The rationale for this structure and for…

  3. Beyond First-Year Composition: Academic English Instructional Support for International Transfer Students (United States)

    Frodesen, Jan


    While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course…

  4. Exploring the Potential for Language Supportive Learning in English Medium Instruction: A Rwandan Case Study (United States)

    Milligan, Lizzi O.; Clegg, John; Tikly, Leon


    This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in…

  5. Applying Cognitive Linguistics to Instructed L2 Learning: The English Modals (United States)

    Tyler, Andrea; Mueller, Charles M.; Ho, Vu


    This paper reports the results of a quasi-experimental effects-of-instruction study examining the efficacy of applying a Cognitive Linguistic (CL) approach to L2 learning of the semantics of English modals. In spite of their frequency in typical input, modal verbs present L2 learners with difficulties, party due to their inherent…

  6. Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design (United States)

    Elsbree, Anne René; Hernández, Ana M.; Daoud, Annette


    The research emphasizes the need for educators to take more ownership of Latino English Learners (ELs) and identify effective lesson differentiation through subject area content (instruction), process (activities), and products (assessments). Based on the literature review, school achievement improves when practices address students' culture,…

  7. Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities (United States)

    Haager, Diane; Osipova, Anna V.


    An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

  8. Arizona Elementary Teachers' Attitudes toward English Language Learners and the Use of Spanish in Classroom Instruction (United States)

    Garcia-Nevarez, Ana G.; Stafford, Mary E.; Arias, Beatriz


    This study focused on the attitudes that elementary teachers have toward their English language learner (ELL) students' native languages (e.g., Spanish) and their use in instruction. A 27-item Likert-scale survey was administered to 152 first- through fourth-grade teachers from five school districts in Maricopa County, Arizona. These school…

  9. Pre-Service English as a Foreign Language Teachers' Belief Development about Grammar Instruction (United States)

    Çapan, Seyit Ahmet


    This study aims to investigate pre-service English as Foreign Language (EFL) teachers' beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants' responses to a belief…

  10. The Effectiveness of Web Assisted English Language Instruction on the Achievement and Attitude of the Students (United States)

    Uzunboylu, Huseyin


    The purpose of this study was to determine the effectiveness of the exercises of English language grammar instruction on the achievement of the students when it is applied on web assisted. The study had been executed in accordance with the experimental study model. The experiment group of the study has used a web site that was prepared and they…

  11. Tablet PCs as Instructional Tools in English as a Foreign Language Education (United States)

    Savas, Perihan


    The main goal of the study presented in this paper was to investigate the perceptions of 40 pre-service English as a Foreign Language (EFL) teachers about the effectiveness of Tablet PCs as instructional tools in EFL classes. The study was conducted at a state university in Turkey and the data collection was mainly done via two questionnaires.…

  12. Educating English Language Learners: Instructional Approaches and Teacher Collaboration in Philadelphia Public Schools. PERC Research Brief (United States)

    Reumann-Moore, Rebecca; Rowland, Jeannette; Hughes, Rosemary; Lin, Joshua


    Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their…

  13. Acquiring Reading and Vocabulary in Dutch and English: The Effect of Concurrent Instruction (United States)

    van der Leij, Aryan; Bekebrede, Judith; Kotterink, Mieke


    To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES).…

  14. Self-Regulated Strategic Writing for Academic Studies in an English-Medium-Instruction Context (United States)

    Hu, Jingjing; Gao, Xuesong


    This study explored the processes of utilization of resources in secondary students' self-regulated strategic writing for academic studies in an English as medium of instruction context in Hong Kong. Drawing on multiple data sources collected through the observation of lessons, stimulated recall and semi-structured interviews, the study examined…

  15. A Framework for Re-Envisioning Mathematics Instruction for English Language Learners (United States)

    Council of the Great City Schools, 2016


    The overarching purpose of this document is to define a new vision for mathematics instruction that explicitly attends to the needs of English Language Learners (ELLs), addressing the interdependence of language and mathematics. The sections in this report are devoted to (1) making clear that the grade-level college- and career-readiness…

  16. Using Processing Instruction for the Acquisition of English Present Perfect of Filipinos (United States)

    Erfe, Jonathan P.; Lintao, Rachelle B.


    This is an experimental study on the relative effects of Van Patten's Processing Instruction (PI) (1996, 2002), a "psycholinguistically-motivated" intervention in teaching second-language (L2) grammar, on young-adult Filipino learners of English. A growing body of research on this methodological alternative, which establishes…

  17. The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners (United States)

    Bailey, Alison L.; Heritage, Margaret


    This article addresses theoretical and empirical issues relevant for the development and evaluation of language learning progressions. The authors explore how learning progressions aligned with new content standards can form a central basis of efforts to describe the English language needed in school contexts for learning, instruction, and…

  18. Thai EFL Learners' Attitudes and Motivation towards Learning English through Content-Based Instruction (United States)

    Lai Yuanxing; Aksornjarung, Prachamon


    This study examined EFL learners' attitudes and motivation towards learning English through content-based instruction (CBI) at a university in Thailand. Seventy-one (71) university students, the majority sophomores, answered a 6-point Likert scale questionnaire on attitudes and motivation together with six open-ended questions regarding learning…

  19. Emerging Culture of English-Medium Instruction in Korea: Experiences of Korean and International Students (United States)

    Kim, Jeongyeon; Tatar, Bradley; Choi, Jinsook


    This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The…


    Directory of Open Access Journals (Sweden)

    Naning Tri Wahyuni


    Full Text Available The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.

  1. Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students


    Saisunee Termsinsuk


    The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an effective semi-structured interview form, the learning and instructional record format, the test of English summary writing ability, and the ...

  2. Questions in English as a Medium of Instruction versus Non-English as a Medium of Instruction Lectures (United States)

    Maíz Arévalo, Carmen


    University lectures are by far the most common method of teaching at Spanish universities. More recently, however, this knowledge transmission has become increasingly interactive. Students' participation and verbal output becomes especially important in classes where the language of instruction is not the students' mother tongue but a second or…

  3. Integrating Blog and Face-to-Face Instruction into an ESP Course: English for Hospitality and Tourism (United States)

    Shih, Ru-Chu


    With the rapid growth of international trade and globalization, English language has been emphasized in Asia countries, thus professionals with a good command of English has become essential and important. This study aimed to establish a blended model combining face-to-face (F2F) instruction for English for Specific Purposes (ESP) course: English…

  4. Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language (United States)

    Martínez, Angélica María Martínez


    Explicit systematic phonics instruction is more effective for native English-speaking children learning to read and write than non explicit phonics instruction (National Institute of Child Health and Human Development, 2000). This study goes beyond native speakers, and explores the effects that systematic and explicit phonics instruction has on…

  5. Why do students choose English as a medium of instruction?

    DEFF Research Database (Denmark)

    Lueg, Klarissa; Lueg, Rainer


    increases the employability of graduates, they do not sufficiently consider that study strategies differ substantially across social milieus and between the sexes. Failing to account for social distance to the educational system in choosing EMI can foster social inequality, and contribute...... by the Bourdieusian perspective, this relationship is not directly observable but rather operates through hidden mechanisms, such as cultural capital (relative English proficiency) and a better sense of gaming and positioning (career orientation). Business students from the lowest stratum self-select against EMI due...

  6. Secondary School Students’ English Literacy: Use of Interactive Read Aloud Instructional Strategy

    Directory of Open Access Journals (Sweden)

    Mutiara Ayu


    Full Text Available The Global era has had a great impact on the existence of English as a global language which requires students to be good at its every skill. It is believed that students’ English could be enhanced well with the use of certain strategies, one of which is Interactive Read Aloud Instructional Strategy (IRAIS. This study was aimed at examining the efficacy of IRAIS to help students to improve their English literacy achievements. Forty five out of 746 students were selected randomly as sample based on their grade levels (7th, 8th, 9th and their levels of comprehension. By using time series design, these students were given interventions for three months using IRAIS and their English achievements were obtained from pre- and post-tests of four English literacy skills. During the interventions, the progress of the students was also monitored regularly by using three formative tests.The results showed consistent progress on the students’ achievement during the interventions and upon their total English literacy achievement after the interventions. Among the four English literacy skills, the most significant improvement was in listening followed by writing, reading, and speaking. In terms of aspects of each literacy skill, the highest achievement scores were in inference of listening, narrative techniques of writing, vocabulary of reading, and vocal expression of speaking. These findings lead to the conclusion that IRAIS  is an effective strategy in helping students to improve their level of English proficiency.


    Directory of Open Access Journals (Sweden)

    Christine C.M. Goh


    Full Text Available Abstract: The impact of globalization is experienced most strongly in business and commerce but also increasingly in education. As a result, some scholars have called for a re-envisioning of the role of teachers to model what it means to be a global citizen. In this paper, I acknowledge the need for ESL/EFL teachers to re-examine their identity and roles in light of these global developments. At the same time, I argue that teachers should not lose sight of the importance of honing the craft of teaching English so as to increase their professional capital to mediate the impact of globalization for their students. This article first discusses the changing roles of teachers in a globalized world and highlights the implications for English language teaching and learning.  The ideas are further related to teaching second language oracy (speaking and listening because of its centrality in developing important 21st Century skills in the globalized world. The article also offers ways in which teacher education that takes cognizance of globalization forces can develop ESL/ EFL teachers’ knowledge and beliefs to play their new roles more effectively.

  8. Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning

    Directory of Open Access Journals (Sweden)

    Susan Gardner Archambault


    Full Text Available Objective – The objective of this study was twofold: 1 to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU; and 2 to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone.Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction.Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean.Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions

  9. Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school


    Lugoloobi-Nalunga, Maureen


    The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that t...


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    Full Text Available This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as a medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking teaching and learning environment. Such environment is perceived as necessary to enhance English language learning and acquisition in some Indonesian vocational schools. The levels of motivation and confidence have been an issue because they potentially either contribute to or hinder English language learners to learn and use English for interactions. This qualitative research was undertaken using an interpretive research paradigm and a case study approach. Qualitative research data were collected from multiple sources such as in-depth interviews, observation notes, online interaction script, and reflective journals of the participants. Quantitative data were collected through surveys to add meaning to the qualitative data. The research revealed varying increase in the levels of motivation and confidence of the participants. Transformation of extrinsic to intrinsic motivations appeared to occur. Contributing factors to the increase of the motivation and confidence are discussed in this paper.

  11. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction (United States)

    Rattanavich, Saowalak


    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  12. Meeting the Needs of High School Science Teachers in English Language Learner Instruction (United States)

    Cho, Seonhee; McDonnough, Jacqueline T.


    This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

  13. <研究論文>The Roles of Grammar Instruction in English Writing Class


    Yamamoto, Junko


    The present study evaluated whether grammar instruction can produce a positive effect on the grammatical accuracy of college students’ English writing. The methods of selective correction and comprehensive correction were compared among two groups of students (total 82 students) attending a weekly writing class, and the former was found to be a more effective teaching strategy in helping students to improve their accuracy rate, although the degree of improvement was somewhat subtle. The study...

  14. Teaching science to English Language Learners: Instructional approaches of high school teachers (United States)

    Frank, Betty-Vinca N.

    Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

  15. Effects of multiple intelligences instruction strategy on students achievement levels and attitudes towards English Lesson

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    Gokhan Bas


    Full Text Available The aim of the research was to investigate the effects of multiple intelligences instruction strategy and traditional instructionalenvironment on students’ achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 60 students in two differentclasses in the 4th grade of this school participated in the study. In this study, an experimental method with a control group hasbeen used in order to find out the difference between the students who were taught by multiple intelligences instructionstrategy in the experiment group and the students who were taught by traditional instructional methods in the control group.The results of the research showed a significant difference between the attitude scores of the experiment group and thecontrol group. It was also found out that the multiple intelligences instruction strategy activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educatedby multiple intelligences instruction strategy are more successful and have a higher motivation level than the students who areeducated by the traditional instructional methods.

  16. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

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    María Ángeles Martín del Pozo


    Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

  17. Word-final stops in Brazilian Portuguese English: acquisition and pronunciation instruction

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    Walcir Cardoso


    Full Text Available This paper presents current research on the second language acquisition of English phonology and its implication for (and applications to pronunciation instruction in the language classroom. More specifically, the paper follows the development of English word-final consonants by Brazilian Portuguese speakers learning English as a foreign language. The findings of two parallel studies reveal that the acquisition of these constituents is motivated by both extralinguistic (proficiency, style and linguistic (word size, place of articulation factors, and that the process is mediated by an intermediate stage characterized by consonant lengthening or aspiration (Onset-Nucleus sharing. Based on these results, I propose that the segments and environments that seem to delay coda production (i.e., monosyllabic words, labial and dorsal consonants should be given priority in pronunciation instruction. Along the lines of Dickerson (1975, this paper proposes (what we believe is a more effective and socially realistic pedagogy for the teaching of English pronunciation within an approach that recognizes that "variability is the norm rather than the exception" in second language acquisition.

  18. Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

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    Kimberly Miller


    Full Text Available A Review of: Rivera, E. (2017. Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1, 18-27. Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000, Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works

  19. Effects of Multimedia Instruction on L2 Acquisition of High-Level, Low-Frequency English Vocabulary Words (United States)

    Cho, Euna


    The present study examined the effects of multimedia enhancement in video form in addition to textual information on L2 vocabulary instruction for high-level, low-frequency English words among Korean learners of English. Although input-based incidental learning of L2 vocabulary through extensive reading has been conventionally believed to be…

  20. Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students (United States)

    Termsinsuk, Saisunee


    The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an…

  1. The ELAA 2 Citizen Science Project: The Case for Science, Equity, and Critical Thinking in Adult English Language Instruction (United States)

    Basham, M.


    This article summarizes a paper presented at the recent ASP conference Connecting People to Science in Baltimore 2011. This action research study currently in progress aims to explore the impact of integrating science into English language instruction (English Language Acquisition for Adults, or ELLA) serving largely Hispanic immigrants at an adult learning center based in Phoenix, Arizona.

  2. The Impacts of Globalisation on EFL Teacher Education through English as a Medium of Instruction: An Example from Vietnam (United States)

    Dang, Thi Kim Anh; Nguyen, Hoa Thi Mai; Le, Truc Thi Thanh


    Recent research on language planning and policy highlights the effects of globalisation in spreading the English language as a medium of instruction (EMI) in non-native English speaking (NNES) countries. This trend has encouraged many universities in NNES countries to offer EMI education programmes with the objective of developing national human…

  3. Development of Reading Skills from K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction (United States)

    Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.


    The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…

  4. Math Instruction Is Not Universal: Language-Specific Pedagogical Knowledge in Korean/English Two-Way Immersion Programs (United States)

    Lee, Wona; Lee, Jin Sook


    Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students' academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to…

  5. The Impact of Multiple Intelligences-Based Instruction on Developing Speaking Skills of the Pre-Service Teachers of English (United States)

    Salem, Ashraf Atta M. S.


    The current study investigates the impact of multiple intelligences-based Instruction on developing speaking skills of the pre-service teachers of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada faculty of Education, South Valley University. To…

  6. Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students (United States)

    Marks, Jamar Terry


    The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

  7. The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago (United States)

    Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James


    Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

  8. Application of the instructional congruence framework: Developing supplemental materials for English language learners (United States)

    Drews, Tina Skjerping


    This dissertation is a study of the instructional congruence framework as it was used to develop and pilot a supplemental science unit on energy and the environment for sixth grade students in Arizona. With the growing linguistic and cultural diversity of children in American schools, congruent materials are more important now than ever before. The supplemental materials were designed by the researcher and underwent a six person, three educator and three engineer, panel review. The revised materials were then piloted in two sixth grade classrooms in the Southwest with high numbers of English language learners. Classroom observation, teacher interviews, and the classroom observation protocol were utilized to understand the fidelity to the instructional congruence framework. The fidelity of implementation of materials was subject to the realities of varied educational contexts. Piloting materials in urban contexts with diverse students involved additional challenges. The results of the study explore the challenges in creating instructionally congruent materials for diverse students in urban contexts. Recommendations are provided for curriculum developers that undertake the task of creating instructionally congruent materials and emphasize the need to devise innovative methods of creation, while understanding that there is no perfect solution. The education community as a whole could benefit from incorporating and synthesizing the instructional congruence framework in order to provide maximum opportunities in science for all students.

  9. An Experimental Study of the Effect of Remedial Instruction in English Usage on the Achievement of College Students in Business Letter Writing. (United States)

    Pickard, Kenneth Leon

    This study was conducted to determine the effect of remedial instruction in English usage upon writing competence in a college business letter-writing course. It was hypothesized that remedial instruction in English usage would not affect an individual's letter-writing achievements. Subjects were 50 matched pairs (IQ, Freshman English, grade, age,…

  10. A Case for Improved Reading Instruction for Academic English Reading Proficiency

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    Glenn Ole Hellekjær


    Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.


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    Norudin Mansor


    Full Text Available The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.

  12. Effects of Thematic-Based Instruction on Students’ Academic Achievement and Attitudes Towards English Course

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    Gökhan Baş


    Full Text Available The purpose of the study was to examine the effects of thematic-based instruction on elementary students’ academic achievement and attitudes towards English course. The research was carried out in 2011–2012 education-instruction year in an elementary school in Niğde province. Totally 60 students in two different classes in the 6th grade of this school participated in the study. The pre/post-test control group quasi-experimental research model was used in this study. In order to test the significance between the groups, the independent samples t test was adopted in the study. The results of the research showed a significant difference amongst academic achievement and attitudes towards course in favor of the experimental group.


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    George C.K. Jor


    Full Text Available The paper highlights the importance of experimentation and an innovative approach to English language writing instruction with the help of information communication technology (ICT or IT. First, it describes the local situation of English language teaching at The Chinese University of Hong Kong (CUHK. Then, it summarizes the development of IT proficiency and student-led collaborative learning groups at CUHK. Third, it reports on an international Web-based writing project involving six collaborating schools in different parts of the world including China, the United States, Indonesia, and Hong Kong in the year 1999-2000. In the report, the author-presenter will share with the audience a new ELT course development titled "English Online: Writing on the Web." He will explain the course objectives, the background of participating classes, the Web Course Tools (WebCT, the design of the project, the evaluation of course effectiveness and the outcome of the new curricular initiative. Finally, the paper presents a summary of a practical guide to electronic collaboration and some of the lessons the writer has learnt in five years' experience of participant-observation in English teaching practice using the Web.

  14. Toothbrushing procedure in schoolchildren with no previous formal instruction: variables associated to dental biofilm removal. (United States)

    Rossi, Glenda N; Sorazabal, Ana L; Salgado, Pablo A; Squassi, Aldo F; Klemonskis, Graciela L


    The aim of this study was to establish the association between features regarding brushing procedure performed by schoolchildren without previous formal training and the effectiveness of biofilm removal. Out of a population of 8900 6- and 7-year-old schoolchildren in Buenos Aires City, 600 children were selected from schools located in homogeneous risk areas. Informed consent was requested from parents or guardians and formal assent was obtained from children themselves. The final sample consisted of 316 subjects. The following tooth brushing variables were analyzed: toothbrush-gripping, orientation of active part of bristles with respect to the tooth, type of movement applied, brushing both jaws together or separately, including all 6 sextants and duration of brushing. The level of dental biofilm after brushing was determined by O'Leary's index, acceptable cut-off point = 20%. Four calibrated dentists performed observations and clinical examinations. Frequency distribution, central tendency and dispersion measures were calculated. Cluster analyses were performed; proportions of variables for each cluster were compared with Bonferroni's correction and OR was obtained. The most frequent categories were: palm gripping (71.51%); perpendicular orientation (85.8%); horizontal movement (95.6%); separate addressing of jaws (68%) and inclusion of all 6 sextants (50.6%). Mean duration of brushing was 48.78 ± 27.36 seconds. 42.7% of the children achieved an acceptable biofilm level. The cluster with the highest proportion of subjects with acceptable post-brushing biofilm levels (p<0.05) differed significantly from the rest for the variable "inclusion of all 6 sextants in brushing procedure". OR was 2.538 (CI 95% 1.603 - 4.017). Inclusion of all six sextants could be a determinant variable for the removal of biofilm by brushing in schoolchildren, and should be systematized as a component in oral hygiene education. Sociedad Argentina de Investigación Odontológica.

  15. Intercultural Learning in English as Foreign Language Instruction: The Importance of Teachers' Intercultural Experience and the Usefulness of Precise Instructional Directives (United States)

    Gobel, Kerstin; Helmke, Andreas


    The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of intercultural topics in the context of English as a foreign language (EFL). It presents the results of an analysis of data from a larger study (DESI…

  16. Reading and reading instruction for children from low-income and non-English-speaking households. (United States)

    Lesaux, Nonie K


    Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for

  17. Nursing students coping with English as a foreign language medium of instruction. (United States)

    Suliman, Wafika A; Tadros, Angele


    To explore the strategies used by nursing students in coping with English as a foreign language medium of instruction. A descriptive repeated-measure design was used. A convenience sample of 78 students completed the assessment tool at three different times. Coping was measured with Folkman and Lazarus' (1988) Ways of Coping Questionnaire. In addition, a Free Response Questionnaire was designed to elicit possible solutions for the participants' limited competency in the English language. Changes in mean scores from time 1 to time 2 and from time 2 to time 3 were examined using paired t- test independent samples. The study showed that positive reappraisal, planful problem-solving, self-controlling, and seeking social support have decreased significantly (p<.05) from time 1 to 2, whereas confrontive coping and distancing have increased significantly from time 2 to 3, (p<.05). Further, while analyzing the free responses (Part 2), two themes emerged: language-related solutions; and accountability related solutions. This study provides evidence that nursing students utilize a variety of strategies, which change over time. The responsibility for coping with English rests with the collective efforts of the student, faculty, and management. Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved.

  18. Best Practices for Implementing Inquiry-Based Science Instruction for English Language Learners (United States)

    Williams, Erica

    This applied dissertation was designed to provide better access to current information to link literacy and science. Students frequently used literacy skills to gather information and communicate understanding of scientific concepts to others. Science became applicable through the tools associated with literacy. There was a need for instruction that integrated language development with science content. This research focused on revealing the instructional trends of English language learners science teachers in the United Arab Emirates. The researcher introduced the questionnaire surveys in the form of a professional development session. The participants were asked to complete the questionnaire concurrently with the descriptive presentation of each component of the sheltered instruction observation protocol (SIOP) model. Completing the SIOP Checklist Survey provided data on the type of constructivist strategies (best practices) teachers were utilizing and to what degree of fidelity the strategies were being implemented. Teachers were encouraged to continue to use these services for curriculum enrichment and as an additional source for future lesson plans. An analysis of the data revealed authentic learning as the most common best practice used with the most fidelity by teachers. The demographic subgroup, teaching location, was the only subgroup to show statistical evidence of an association between teaching location and the use of problem-based learning techniques in the classroom. Among factors that influenced the degree of teacher fidelity, teachers' expectation for student achievement had a moderate degree of association between the use of scaffolding techniques and co-operative learning.

  19. English-lus Multilingualism as the New Linguistic Capital? Implications of University Students' Attitudes towards Languages of Instruction in a Multilingual Environment (United States)

    Klapwijk, Nanda; Van der Walt, Christa


    This article investigates university students' attitudes and perceptions about language in a multilingual country where most instruction is in English and annual national literacy results have been declining for at least 15 years. Despite this decline, English seems to be entrenched as the language of instruction, and at university it seems a…

  20. English as Medium of Instruction in Economic University Education: Problems and Challenges

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    Anna Y. Polenova


    Full Text Available The paper attempts to analyze several approaches to learning a foreign language based on using English as Medium of Instruction (EMI in High School. Special attention is given to the «content and language integrated learning» (CLIL as the most progressive approach to defining the scope of professional education. The author classifies the models of language teaching within the statedapproaches that promote the efficiency of professional training of future economists in solving professional problems on the basis of implementation of foreign language competence. The paper defines the conditions of subject and language integrated models implementation into the learning process. In conclusion, it is noted that the integration of subject and language experience contributes to the optimization of foreign language training and a significant improvement in the quality of the educational process.

  1. The Coloniality of Neoliberal English: The Enduring Structures of American Colonial English Instruction in the Philippines and Puerto Rico (United States)

    Hsu, Funie


    This article highlights two relationships in regards to neoliberalism and second language. First, it examines the connection between English and neoliberalism. It focuses on the idea of English as a global language and the linguistic instrumentalism (Kubota, 2011; Wee, 2003) of English as a necessary tool for economic viability in the globalized…

  2. Three Lenses on Composing: English Teacher Educators' Views of School Writing, Writing Instruction, and the Preparation of English Teachers (United States)

    Rossi, Regine S.


    In this interpretative phenomenological analysis (IPA), I explored the perspectives held by English teacher educators on school writing, school writing pedagogy, and the preparation of English teachers to deliver school writing pedagogy. I conducted semi-structured interviews with eight participants, all of whom are English teacher educators based…

  3. Comparative-Descriptive Study of Academic Vocabulary Specific Instruction on 3rd Grade English Language Learner Reading Scores (United States)

    Ward, Shelley


    Language must be taught with academic vocabulary that is meaningful and that can be transferred between content and context. This comparative-descriptive research study examines how academic specific instruction increases students' learning of a second language acquisition (i.e., English). The conceptual framework of the study drew research…

  4. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners (United States)

    Cavanaugh, Gary Scott


    Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math…

  5. The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference (United States)

    Varuzza, Michelle; Sinatra, Richard; Eschenauer, Robert; Blake, Brett Elizabeth


    Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a…

  6. Collaborative Literacy Work in a High School: Enhancing Teacher Capacity for English Learner Instruction in the Mainstream (United States)

    Russell, Felice Atesoglu


    As more English learners (ELs) are included in mainstream content classrooms at the secondary level, the need to understand how teachers collaborate to meet the particular instructional needs of ELs is essential. This paper presents findings from a qualitative case study that investigated the collaborative work that engaged a group of literacy…

  7. Functional Grammar Analysis in Support of Dialogic Instruction with Text: Scaffolding Purposeful, Cumulative Dialogue with English Learners (United States)

    Klingelhofer, Rachel Rennie; Schleppegrell, Mary


    For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from…

  8. Analysis of Taiwanese Elementary School English Teachers' Perceptions of, Designs of, and Knowledge Constructed about Differentiated Instruction in Content (United States)

    Chien, Chin-Wen


    This study analyzed Taiwanese elementary school English teachers' perceptions of, designs on, and knowledge constructed about, differentiated instruction in content in an intensive summer course. Based on the data analysis of surveys, the document, videos, and an interview, the study had the following findings. First, before the intensive summer…

  9. Change of Iranian EFL Teachers' Traditional Pedagogical Methods through Using "Pronunciation Power" Software in the Instruction of English Pronunciation (United States)

    Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou


    The use of computer technology in learning and teaching has been studied by many studies but less research has been conducted for understanding users' feeling toward it and how this technology helps teachers develop their teaching methods. One of the computer technologies for the instruction of English pronunciation is "Pronunciation…

  10. The Connections among Immigration, Nation Building, and Adult Education English as a Second Language Instruction in the United States (United States)

    Ullman, Char


    Since its inception at the turn of the last century, adult education English as a Second Language (ESL) instruction in the United States has been entwined with immigration processes and ideas of the nation. In spite of current uncertainty about the overhauling of federal immigration policy, increasingly anti-immigrant laws in states such as…

  11. English Language Teaching Methods: State of the Art in Grammar Instruction

    Directory of Open Access Journals (Sweden)

    Rusdiana Junaid


    Full Text Available The teaching of grammar has fluctuated and shifted over years. This paper addresses issues such as different ways of teaching grammar, changes in ideas, and practices at the present stage of its development as well as the current state of the art in grammar instruction. Several grammar textbooks which were published in different years also are looked at in order to discover the extent of change in terms of the materials used to teach grammar from time to time. A considerable array of English language teaching methods is available for teacher to utilize since 1980s. Before deciding to employ a particular method, however, educational practitioners need to take several things into consideration such as the objectives of the instruction, the needs, the interests, the expectation, the age, and the level of the learners, and the available supporting facilities. Equally important, the possible constraints such as the environment where the students are learning, the time, and the expectation of the institution are also needed to be considered.

  12. Enhancing student performance: Linking the geography curriculum, instruction, and assessment in the English-speaking Caribbean (United States)

    Collymore, Jennifer C.

    In a 21st century knowledge society individuals are expected to use their knowledge and skills to think critically, problem solve, make decisions, comprehend new ideas, communicate, and collaborate effectively with others. Helping students achieve this level of performance is no easy task and it brings into focus the fact that the effectiveness of any education system rests on the systemic coordination or alignment of three crucial components: curriculum, instruction and assessment (referred to as the CIA). These components must work in concert to facilitate and enhance student performance. However, educational reform typically targets these components in isolation, often treating only one component, rather than the system as a whole. The misalignment of these components can adversely affect student performance in any discipline. When the CIA components are out of alignment, it is difficult to evaluate student and system performance and achieve improvement in an educational system. Therefore, using geography education in Trinidad & Tobago as a case study, this study examined the nature of the alignment among the CIA components in the advanced geography system in the English- Speaking Caribbean and the extent to which the alignment may be affecting student performance. The study sought to determine the possible sources and causes of misalignment, the challenges to achieving alignment, and ways of achieving greater coordination among the CIA components of the system. The methodology employed in the study involved the use of classroom observations, interviews, and the Surveys of Enacted Curriculum Alignment Model which uses content analyses and surveys. The results showed that there were varying degrees of alignment among the components. There was acceptable alignment (Alignment Index ≥ 0.25) between the curriculum and assessment. However, the alignment between curriculum and instruction or assessment and instruction was poor (Alignment Index ≤ 0.12). The baseline

  13. Adult English Language Instruction in the 21st Century. Issues in Preparing Adult English Language Learners for Success Series. (United States)

    Van Duzer, Carol; Florez, MaryAnn Cunningham

    This book provides educators and education policy makers a picture of where the field of teaching adult English language learners is today in order to build a more effective delivery system for the future. It places adult English-as-a-Second-Language (ESL) in the broader context of the U.S. education system (K-12 and adult education), then…

  14. Creativity in English Writing Instruction : Tracing the Discursive History of the Key Word


    Kita, Kazutake


    Since the 1970s the field of English writing instruction has given a broad welcome to the term creative/creativity, which has been used without any strict definition and has taken on the features of a cant word. Presented in this paper is an attempt to provide a comprehensive description and explanation of various uses of the term found in this specific context. A historical review of ELT Journal, TESOL Quarterly and The English Teachers’ Magazine reveals that the introduction of the term cre...


    Directory of Open Access Journals (Sweden)

    Rozi Souzanzan


    Full Text Available The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8% were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes.

  16. The Effects of Open Enrollment, Curriculum Alignment, and Data-Driven Instruction on the Test Performance of English Language Learners (ELLs) and Re-Designated Fluent English Proficient Students (RFEPs) at Shangri-La High School (United States)

    Miles, Eva


    The purpose of this study was to examine the impact of open enrollment, curriculum alignment, and data-driven instruction on the test performance of English Language Learners (ELLs) and Re-designated Fluent English Proficient students (RFEPs) at Shangri-la High School. Participants of this study consisted of the student population enrolled in…

  17. Analysis of the Sheltered Instruction Observation Protocol Model on Academic Performance of English Language Learners (United States)

    Ingram, Sandra W.

    This quantitative comparative descriptive study involved analyzing archival data from end-of-course (EOC) test scores in biology of English language learners (ELLs) taught or not taught using the sheltered instruction observation protocol (SIOP) model. The study includes descriptions and explanations of the benefits of the SIOP model to ELLs, especially in content area subjects such as biology. Researchers have shown that ELLs in high school lag behind their peers in academic achievement in content area subjects. Much of the research on the SIOP model took place in elementary and middle school, and more research was necessary at the high school level. This study involved analyzing student records from archival data to describe and explain if the SIOP model had an effect on the EOC test scores of ELLs taught or not taught using it. The sample consisted of 527 Hispanic students (283 females and 244 males) from Grades 9-12. An independent sample t-test determined if a significant difference existed in the mean EOC test scores of ELLs taught using the SIOP model as opposed to ELLs not taught using the SIOP model. The results indicated that a significant difference existed between EOC test scores of ELLs taught using the SIOP model and ELLs not taught using the SIOP model (p = .02). A regression analysis indicated a significant difference existed in the academic performance of ELLs taught using the SIOP model in high school science, controlling for free and reduced-price lunch (p = .001) in predicting passing scores on the EOC test in biology at the school level. The data analyzed for free and reduced-price lunch together with SIOP data indicated that both together were not significant (p = .175) for predicting passing scores on the EOC test in high school biology. Future researchers should repeat the study with student-level data as opposed to school-level data, and data should span at least three years.

  18. The Impact of Storytelling Techniques through Virtual Instruction on English Students' Speaking Ability (United States)

    Khodabandeh, Farzaneh


    This study examines the effect of storytelling through the use of Telegram on oral language of English foreign language (EFL) students. To this end, thirty English students aged 18 to 21 took part in the research. Before the treatment, they were interviewed by two instructors and were graded as low-proficient speakers of English. The selected…

  19. Building Vocabulary of English Learners with Reading Disabilities through Computer-Assisted Morphology Instruction (United States)

    Lo, Ya-yu; Anderson, Adrienne L.; Bunch-Crump, Kimberly


    Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key…

  20. Benefits and Challenges in Globalization in Christian Higher Education: A Comparative Case Study of English Medium Instruction of Two Universities in South Korea (United States)

    Lee, Minho


    Many Christian universities in Korea are pursuing the globalization of Christian higher education to promote maximization of institutional competition, improvement of students' English skills, and enhancement of professors' research development through English Medium Instruction (EMI). EMI's flaws in application are not at all uncommon, as many of…

  1. Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation (United States)

    Toh, Glenn


    Japanese universities have lately begun to teach academic content in English instead of Japanese. In this article, I examine curricular and ideological issues related to having English as a medium of instruction (EMI) at a Japanese university before examining their links to larger cultural-political forces in Japan, including neoconservative…

  2. Grammar Instruction for Adult English Language Learners: A Task-Based Learning Framework (United States)

    Huang, Jiuhan


    Over the past few decades, grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches. This article first gives a historical perspective of grammar instruction. Then it outlines the 10 principles of instructed language learning formulated by Ellis and…

  3. Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches (United States)

    Vadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron


    A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook…

  4. English-Medium Instruction in an English-French Bilingual Setting: Issues of Quality and Equity in Cameroon (United States)

    Kuchah, Kuchah


    Despite its multilingual nature Cameroon's educational system provides for full immersion into either French-medium or English-medium education from the first year schooling. Following political tensions in the early 1990s the country decided to reaffirm its commitment to promote bilingualism in the educational system with the outcome being the…

  5. Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students (United States)

    Marks, Jamar Terry

    The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction with traditional science classroom instruction as compared to when instructed using solely traditional science classroom instruction. The targeted sample population consisted of fourth-grade students enrolled in a public elementary school located in the southeastern region of the United States. The convenience sample size consisted of 115 fourth-grade students enrolled in science classes. The pretest and posttest academic achievement data collected consisted of the science segment from the Spring 2015, and Spring 2016 state standardized assessments. Pretest and posttest academic achievement data were analyzed using an ANCOVA statistical procedure to test for differences, and the researcher reported the results of the statistical analysis. The results of the study show no significant difference in science academic achievement between treatment and control groups. An interpretation of the results and recommendations for future research were provided by the researcher upon completion of the statistical analysis.

  6. English medium instruction in an English-French bilingual setting: issues of quality and equity in Cameroon


    Kuchah, Kuchah


    Despite its multilingual nature Cameroon’s educational system provides for full immersion into either French medium or English-medium education from the first year schooling. Following political tensions in the early 1990s the country decided to reaffirm its commitment to promote bilingualism in the educational system ‘with the outcome being the implementation of various forms of bilingual education models across the country, including, in recent years, a dramatic rise in the number of childr...


    Directory of Open Access Journals (Sweden)

    Oksana Synekop


    formation of competencies in listening, speaking, reading and writing of English for Specific Purposes is determined. So, the defined learning material selection will serve as a basis for consideration of stages in the differentiated instruction of English for Specific Purposes of future professionals in the field of information technology at university level.


    Directory of Open Access Journals (Sweden)

    Batul Shamsi Nejad


    Full Text Available In order to meet the reading needs of English as-a-Foreign-Language (EFL learners, educators are urged to develop effective instructional means for teaching reading comprehension and reading strategy use. Although studies on foreign language reading strategies are burgeoning in the realm of language acquisition research, recent interest has spotlighted learners’ metacognitive awareness of strategies. This study investigated the effect of metacognitive strategy training on the reading comprehension of 111 intermediate EFL learners. The participants received five sessions of instruction on metacognitive strategies guided by the blueprints of Cognitive Academic Language Learning Approach (CALLA. The results of t-test, and two-ways analysis of variance (ANOVA revealed that there was a significant positive relationship between the students' metacognitive reading strategy use and their reading comprehension performance. There was also a significant positive relationship between the use of CALLA and the students' reading comprehension performance.

  9. Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners (United States)

    Bayley-Hamlet, Simone O.


    The purpose of this study was to examine the effect of Imagine Learning, a computer assisted language learning (CALL) program, on addressing reading achievement for English language learners (ELLs). This is a measurement used in the Accessing Comprehension and Communication in English State-to-State (ACCESS for ELLs or ACCESS) reading scale…

  10. Principals Supporting Teachers in Providing Language Instruction to English Learners in Elementary School (United States)

    Munguia, Celia


    The purpose of the study was to examine the systems of support that principals establish at their school sites to support teachers with the academic achievement of the English learner population. Two schools from a single district were selected. Specific strategies, structures, and processes that support teachers and principals of English learners…

  11. The Binational Option: Meeting the Instructional Needs of Limited English Proficient Students (United States)

    Terrazas, Aaron; Fix, Michael


    With 1 in 10 children in US schools having limited English proficiency, school districts across the country face challenges in meeting the students' educational needs and finding enough qualified bilingual and English as a Second Language educators. This report identifies international teacher exchanges as an innovative, near-term strategy for…

  12. English Medium Instruction: A Way towards Linguistically Better Prepared Professionals in the Basque Autonomous Community? (United States)

    van der Worp, Karin


    In the Basque Autonomous Community, besides the official languages Spanish and Basque, English is considered an important third language for internationally operating companies. However, employees are not believed to be linguistically well enough prepared, due to shortcomings in English language learning in the Basque educational system. The…

  13. Language Ability of Young English Language Learners: Definition, Configuration, and Implications (United States)

    Gu, Lin


    In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, where English is used as the means of instruction for teaching subject matters. Previous research on English language use by school-age children provided…

  14. English

    African Journals Online (AJOL)


    To a dubious critical salvation: Etienne Leroux and the canons of South African English criticism. This article presents a case study in cross-cultural literary reception following the act of literary translation—in this instance, of author Etienne Leroux—from Afrikaans into English. It describes the literary reception of Leroux in ...

  15. English

    DEFF Research Database (Denmark)

    Phillipson, Robert


    The article exemplifies and presents the characteristics of linguistic imperialism, linguistic capital accumulation following the same pattern as capitalist economic dominance. The text summarizes the way English was established in the colonial period. Many of the mechanisms of linguistic hierarc...... of the English iceberg....

  16. Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England (United States)

    Yangambi, Matthieu Wakalewae


    Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

  17. Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students (United States)

    Crosley, Haver

    This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

  18. Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners (United States)

    Lee, Okhee; Adamson, Karen; Maerten-Rivera, Jaime; Lewis, Scott; Thornton, Constance; Leroy, Kathryn


    Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

  19. English

    DEFF Research Database (Denmark)

    Phillipson, Robert


    The article exemplifies and presents the characteristics of linguistic imperialism, linguistic capital accumulation following the same pattern as capitalist economic dominance. The text summarizes the way English was established in the colonial period. Many of the mechanisms of linguistic hierarchy...... to the present-day world ‘order’, as the postcolonial is subsumed under global empire, assisted by English linguistic neoimperialism. Some scholars who deny the existence of linguistic imperialism are reported on, and the complexity of language policy in European integration is demonstrated. The article...

  20. The Pitfalls of Focusing on Instructional Strategies in Professional Development for Teachers of English Learners (United States)

    Molle, Daniella


    For more than a decade, the professional development literature has shown that most teachers are not adequately prepared to teach English learners (ELs)--that holds true for both specialist and mainstream teachers (see, for example, August & Hakuta, 1997; Beykont, 2002). Research that focuses on professional development for teachers of ELs,…

  1. Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners (United States)

    Rader-Brown, Lucy; Howley, Aimee


    Background/Context: According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties.…

  2. Exploring Instructional Practices in a Spanish/English Bilingual Classroom through "Sitios y Lenguas" and "Testimonio" (United States)

    Romero, Gabriela; DeNicolo, Christina Passos; Fradkin, Claudia


    Drawing from Chicana feminist perspectives and Pérez ("Living Chicana theory." Third Woman Press, Berkeley, pp 87-101, 1998) theories of "sitios y lenguas" (space and discourses) the authors reposition understandings of teaching and learning through a qualitative case study of a first grade Spanish/English bilingual classroom.…

  3. Using English as a medium of instruction at university level in Denmark

    DEFF Research Database (Denmark)

    Werther, Charlotte; Denver, Louise; Jensen, Christian


    -Piekkari, Welch, and Welch for their recommendations for managing English as a corporate language, the literature review in the present paper discusses university language management under the headings of staff selection, training and development, international assignments and performance appraisal. The insights...

  4. Technology Enhanced Instruction: An Example of English Language Learning in the Context of Peace (United States)

    Sasi, Sabri; Chang, Maiga; Altinay-Aksal, Fahriye; Kayimbasioglu, Dervis; Dervis, Huseyin; Kinshuk; Altinay-Gazi, Zehra


    Early childhood quality education is a cornerstone in educational development. Many countries have started to develop their own preschool educational system in accordance with the European Union Standards, where learning English language and using technology are prerequisites. In this research, the peace context was used as a mediator for learning…

  5. Effect of Using Facebook to Assist English for Business Communication Course Instruction (United States)

    Shih, Ru-Chu


    This paper aimed to explore the effect of incorporating blended learning with Facebook and peer assessment for English for Business Communication course for college students. A total of 111 students from a public technological university participated in this study. The participants were divided into three Facebook site groups. A mixed method…

  6. Effects of Corpus-Based Instruction on Phraseology in Learner English (United States)

    Ackerley, Katherine


    This study analyses the effects of data-driven learning (DDL) on the phraseology used by 223 English students at an Italian university. The students studied the genre of opinion survey reports through paper-based and hands-on exploration of a reference corpus. They then wrote their own report and a learner corpus of these texts was compiled. A…

  7. Higher Education Teachers' Attitudes towards English Medium Instruction: A Three-Country Comparison (United States)

    Dearden, Julie; Macaro, Ernesto


    We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on…

  8. Does Instructional Format Really Matter? Cognitive Load Theory, Multimedia and Teaching English Literature (United States)

    Martin, Stewart


    This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature--a subject which places high cognitive load on students. A large-scale study was conducted in 4 high-achieving secondary schools to examine the differences made to students' learning and performance by the use of multimedia and…

  9. Effects of Multicomponent Academic Vocabulary Instruction for English Learners with Learning Difficulties (United States)

    Jozwik, Sara L.; Douglas, Karen H.


    We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific…

  10. Learning English: Accountability, Common Core and the College-for-All Movement Are Transforming Instruction (United States)

    Jacobs, Joanne


    Ninety-five percent of students at Redwood City's Hoover School, in San Mateo County, California, come from low-income and working-class Latino families, and nearly all start school as English language learners (ELLs). The elementary and middle school piloted the Sobrato Early Academic Language (SEAL) program in 2009 in hopes of raising reading…

  11. Sheltered Instruction for Teachers of English Language Learners: The Promise of Online Mentoring (United States)

    Ware, Paige; Benschoter, Jessica


    The authors describe a one-on-one online mentoring project that matched preservice teachers with English language learners to help them improve their writing skills. Online writing became a practical, engaging forum for the preservice teachers to discuss language learning and teaching and to learn how to effectively teach writing to ELL students.…

  12. Measures for Determining English Language Proficiency and the Resulting Implications for Instructional Provision and Intervention (United States)

    Albers, Craig A.; Kenyon, Dorry M.; Boals, Timothy J.


    Although numerous English language proficiency (ELP) measures currently exist, many were developed prior to the No Child Left Behind Act of 2001 (NCLB). These pre-NCLB measures typically focused on social language proficiency, whereas post-NCLB measures are linked to ELP standards and focus on academic language proficiency (ALP). ELP measures are…

  13. English Medium Instruction (EMI) as Linguistic Capital in Nepal: Promises and Realities (United States)

    Sah, Pramod Kumar; Li, Guofang


    This article reports on a critical qualitative case study of an EMI-based, underresourced public school in Nepal through Bourdieu's lens of linguistic capital. As the data analysis revealed, parents, students, and teachers regarded EMI as a privileged form of linguistic capital for developing advanced English skills, enhancing educational…

  14. On the Application of Corpus of Contemporary American English in Vocabulary Instruction (United States)

    Yusu, Xu


    The development of corpus linguistics has laid theoretical foundation and provided technical support for breaking the bottleneck in traditional vocabulary instruction in China. Corpora allow access to authentic data and show frequency patterns of words and grammar construction. Such patterns can be used to improve language materials or to directly…

  15. A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms (United States)

    Williams, Kent


    This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that…

  16. Improving the Effectiveness of English as a Medium of Instruction in Sub-Saharan Africa (United States)

    Clegg, John; Simpson, John


    Most academic discussion on the role of language in education in sub-Saharan Africa (SSA) supports the extended use of African languages as media of instruction (MoI), while most practice preserves a monolingual role for European languages. Many ministries of education maintain the belief that African languages are not appropriate as MoIs beyond…

  17. The Effects of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students (United States)

    Jinajai, Nattapong; Rattanavich, Saowalak


    This research aims to study the development of ninth grade students' reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance…

  18. Developing the Self-Directed Learning Instructional Model to Enhance English Reading Ability and Self-Directed Learning of Undergraduate Students (United States)

    Wichadee, Saovapa


    The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process…

  19. A Comprehensive Look into the Instruction of Listening Skill in Academic English Programs: A Case Study of Two State Universities in Iran (United States)

    Babaee, Hamidreza


    The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data,…

  20. Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to Be Comprehended (United States)

    Dimas, Héctor Manuel Serna


    This action research study explores explicit vocabulary instruction in an L2 (English) content-area course with a group of university student teachers. The study reviews several positions on the treatment of vocabulary in L2 contexts. The researcher takes up the teaching of explicit vocabulary through class activities and the students' completion…

  1. Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand (United States)

    Whankhom, Prawit; Phusawisot, Pilanut; Sayankena, Patcharanon


    The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control…

  2. Planeamiento de la unidad didactica en le ensenanza del ingles como idioma extranjero (Planning the Teaching Unit in the Instruction of English as a Foreign Language). (United States)

    Medina T., Rene


    This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

  3. Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration

    Directory of Open Access Journals (Sweden)

    Carolyn B. Gamtso


    Full Text Available In this paper we examine how faculty and librarians’ own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students’ ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we describe how we have collaborated to craft a Freshman Composition library instruction session that moves beyond developing students’ information-gathering expertise by focusing on the development of transferable knowledge and critical thinking skills.

  4. Response to instruction, English language learners and disproportionate representation: the role of assessment. (United States)

    Linan-Thompson, Sylvia


    Response to Intervention (RtI), a cyclical process that incorporates assessment and instruction, is both an approach to prevent learning difficulties and to establish student eligibility for special education. Assessment results are used to determine students' initial knowledge and skill, their need for successively more intensive levels of instruction, and to gauge their response to the intervention provided. Although this process is preferable to the IQ/achievement discrepancy model for determining the presence of specific learning disabilities, there are still a number of unresolved issues related to the assessment procedures in use. A pressing issue is the identification of measures and procedures that identify students with the greatest precision thus reducing inappropriate identification.

  5. Anchoring Effects of English Vocabulary Instruction: The Case of Pre-University Students

    Directory of Open Access Journals (Sweden)

    Anahita Deylamsalehi


    Full Text Available The main purpose of this study is to investigate the effectiveness of employing Concept Mapping (hereafter CM in vocabulary instruction on Iranian pre-university students. This study also seeks to find whether there is difference between male and female students’ vocabulary learning when they are subjected to CM instruction. In so doing, an Oxford Placement Test was administered among 120 pre-university students in two high schools in Iran.  Eighty    students who scored between +1 and -1 standard deviation above and below the mean were selected and randomly assigned into concept mapping group (CM and non-concept mapping group (NCM (20 male and 20 female. The results indicated that the CM group outperformed the NCM group in vocabulary learning. It was also revealed that there was no significant difference between males and females. Some pedagogical implications in the EFL context are discussed in the subsequent section. Keywords: vocabulary instruction, pre-university students, concept mapping

  6. Formal and semantic dimensions of linguistic development: Implications for classroom English second language instruction in multilingual context

    Directory of Open Access Journals (Sweden)

    Felix Banda


    Full Text Available The study compares English Second Language (ESL learners' (Zambian primary, secondaryschool and tertiary students intuitions on a number of semantic and grammatical phenomena.Using the Semanticity & Grammatical Judgement Test, a modified version of the GrammaticalityJudgement Test often used by researchers within the Chomskyan tradition (cf Hyams, 1986;White, 1986; Schachter, 1989, this study investigates the possibility of an accessibility hierarchyranging from semantic dimensions to formal dimensions of language. The implications of such ahierarchy for the conceptualization of classroom ESL instruction in a multilingual context arediscussed. Although Zambia serves as the principal point of reference, there are many elementsof relevance to classroom second or third language instruction in South Africa.Hierdie studie vergelyk Engels Tweede Taal (E1T leerders (Zambiese primere, sekondere skool en tersiere studente se intuisies oor verskeie semantiese en grammatikale verskynsels. Deur gebruik te maak van die Semantiese en Grammatikale Oordeel Toets, 'n veranderde uitleg van die Grammatikale Oordeel Toets wat gereeld gebruik word deur navorsers in die Chomskyan tradisie (cf Hyams, 1986; White, 1986; Schachter, 1989. Die studie doen navorsing oor die moontlikheid van 'n toeganklike hierargie wat wissel van semantiese dimensies tot formele dimensies van taal. Die implikasies van so 'n hierargie vir die begrip van klaskamer Err onderrig in 'n meertalige konteks word sowel bespreek. Alhoewel Zambie as die vernaamste punt van verwysing dien. is daar elemente van relevansie tot die klaskamer tweede of derde taal instruksie in Suid-Afrika.

  7. Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science (United States)

    Salame, Hania Moussa

    The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.


    Directory of Open Access Journals (Sweden)

    Jusuf Ibrahim


    Full Text Available In this paper, I attempt to find out whether EMI (English Medium Instruction can be an effective means of enhancing students' and teachers' language proficiency at university (bilingualism and whether bilingualism necessarily leads to biliteracy. In addition, I would like to propose a model on which a smooth transition to a full EMI implementation can be achieved, should it be adopted. From literature reviews, I conclude that EMI (using English to teach content subjects can be a better means of solving learners' language problems than teaching English as a subject, because it allows learners more exposure to the language (comprehensible input and more opportunity to use it (comprehensible output. However, due to its classroom-based nature, EMI is not likely to develop the four language skills (listening, reading, speaking, & writing equally for both students and teachers. On the other hand, the assumption that EMI will automatically result in biliteracy is unsupported, because only bilinguals competent in both languages can take a full advantage of their bilingualism. Students or teachers who are not adequately developed in the language are likely to suffer academically, socially, and psychologically instead. Since research has found that total/full immersion is not the right method for language-incompetent students, the writer believes that both a bridging program and a partial EMI program are necessary at least at the initial stage of EMI implementation. The bridging program should be based on students' and teachers' academic and linguistic needs (EAP; the partial EMI program may be based on limitations on three factors: the participants, the scope of use, and the settings. Finally, in order for the program to run smoothly, mixed-mode teaching in the classroom should be discouraged and a conducive atmosphere for second language acquisition should be established both in the classroom and outside the classroom

  9. English Teaching Profile: Poland. (United States)

    British Council, London (England). English Language and Literature Div.

    A review of the status of English language instruction in Poland begins with an overview of the role of English in the society in general, and outlines the status of English use and instruction in the educational system at all levels (elementary, secondary, higher, adult, and teacher), the characteristics and training of English language…

  10. A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment (United States)

    Noseworthy, Mark Joseph


    This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

  11. The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?

    DEFF Research Database (Denmark)

    Airey, John; Lauridsen, Karen M.; Räsänen, Anne


    Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend...... towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative...... the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinaryspecific language-learning outcomes....

  12. The science knowledge, conceptions of the nature of science, attitudes about teaching science, and science instructional strategies of bilingual and English-only elementary teachers (United States)

    Alegria, Adelina Victoria

    The goal of this study was to explore bilingual and English-only elementary teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and their self-reported science instructional skills. In this study, a bilingual teacher was defined as a teacher who provides instruction in Spanish and English in core academic subjects and has completed and/or is completing a bilingual certification program. An English-only teacher was defined as a monolingual teacher that only speaks and instructs in English. The principal questions guiding this dissertation investigation were the following: How do bilingual elementary teachers differ from English-only elementary teachers in (a) their science knowledge, (b) their conceptions of the nature of science, (c) their attitude about teaching science, and (d) their self-reported science instructional skills? This dissertation study is a component of a three-year long Eisenhower Project granted to Hueneme School District and the University of California, Santa Barbara Southcoast Science Project. While the Project will last three years (1997--2000), this dissertation study was developed to answer only a subset of questions of the entire project and data was collected in 1998. The research design for this study consisted of a self-administered questionnaire that was given to Hueneme School District elementary teachers that teach science and was developed by reviewing the relevant literature about teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and the instructional strategies that support science learning. The findings showed that both the bilingual and the English-only respondents demonstrated a similar science knowledge base, which is suggested, by this researcher, to be limited. That both bilingual and English-only teacher respondents demonstrated similar positive attitudes about teaching science and both reported making

  13. Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development (United States)

    Markova, Ivana


    This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

  14. "We Don't Understand English That Is Why We Prefer English": Primary School Students' Preference for the Language of Instruction in Mathematics (United States)

    Davis, Ernest Kofi; Bishop, Alan J.; Seah, Wee Tiong


    This paper reports on a study which sought to investigate how social and political influences affect students' preference for language of instruction in mathematics in Ghana, where the language of instruction from grade 4 onwards in school is not the students' main language. 4 focus group interviews were carried out with 16 primary school…

  15. Providing Test Performance Feedback That Bridges Assessment and Instruction: The Case of Two Standardized English Language Tests in Japan (United States)

    Sawaki, Yasuyo; Koizumi, Rie


    This small-scale qualitative study considers feedback and results reported for two major large-scale English language tests administered in Japan: the Global Test of English Communication for Students (GTECfS) and the Eiken Test in Practical English Proficiency (Eiken). Specifically, it examines current score-reporting practices in student and…

  16. Is Spanish Pragmatic Instruction Necessary in the L2 Classroom If Latin American Speakers of Spanish Take on American English Pragmatic Norms Once Prolonged Exposure in the United States Occurs? A Study on Refusal Strategies (United States)

    Bachelor, Jeremy W.; Hernandez, Lydia; Shively, Rachel L.


    As educators of foreign and second languages debate the most efficient methods of implementing pragmatic instruction in the L2 classroom, is it possible that Spanish pragmatic instruction is not necessary if American Spanish pragmatic norms are no different than American English norms? The present investigation studies the pragmatic norms in…

  17. The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices (United States)

    Vogler, Kenneth E.

    The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

  18. English Teaching Profile: Brazil. (United States)

    British Council, London (England). English Language and Literature Div.

    This review of the status of English language instruction in Brazil provides an overview of the Brazilian geographic, historical, and political context and the role of English in the society in general and in the educational system. The following topics are covered: an outline of the status of English use and instruction in the educational system…

  19. A Set of English Instructional Materials Using Task-Based Learning for News Production Management Study Program in STMM “MMMTC” Yogyakarta

    Directory of Open Access Journals (Sweden)

    Geovanna Gistha Wicita


    Full Text Available The News Production Management Study Program (NPMSP in STMM “MMTC” Yogyakarta is a study program that has an English subject in the third semester. Due to the lack of time and materials for the students, English, which they will use a lot in journalism, becomes their barrier in learning. Therefore, this research attempted to develop a set of English instructional materials using task-based learning for the third semester students of the NPMSP STMM “MMTC” Yogyakarta. This research aimed to answer how the materials are developed and what the materials look like. To gather the information, the researcher adopted Borg & Gall’s (1986 Research and Development (R&D method which was combined with Kemp’s instructional design model (1977 covering eight flexible steps. Due to time and financial constraints, only five steps of R&D were conducted in designing the materials. To gather the information, the researcher conducted some interviews. After designing the materials, the interview was conducted. The interview results showed that the designed materials were good, appropriate, and applicable. Nine suggestions were obtained to revise the materials which covered the level of difficulty of the text, the content of the exercises, the overview of the learning materials, teaching media, lesson plans, instructions, layout, and material implementation. The materials consist of six units. Each unit contains five sessions, namely “What’s Up?”, “Entering the Newsroom”, “Journalists’ Project”, “Entering the News Editor Room”, and “Lesson Learned”.   DOI:

  20. The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

    NARCIS (Netherlands)

    Joyce den Heijer


    In response to globalisation and internationalisation of both higher education and the job market, The Hague University of Applied Sciences (THUAS) has seen a considerable increase in English-medium courses, i.e. non-language subjects taught through English. Internationally, the rise of

  1. Implementing and Assessing the Effects of Theatre Infused Reading Instruction in Sixth, Seventh, and Eighth Grade Middle School English Classrooms (United States)

    Eyerly, William J., Jr.


    Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…

  2. Instructor's Perceptions towards the Use of an Online Instructional Tool in an Academic English Setting in Kuwait (United States)

    Erguvan, Deniz


    This study sets out to explore the faculty members' perceptions of a specific web-based instruction tool (Achieve3000) in a private higher education institute in Kuwait. The online tool provides highly differentiated instruction, which is initiated with a level set at the beginning of the term. The program is used in two consecutive courses as…

  3. Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-Focused Video-Based Instruction (United States)

    Jernigan, Justin


    Swain's Output Hypothesis proposes a facilitative effect for output on the acquisition of second language morphosyntax. In the context of classroom instruction, a number of studies and reviews suggest that explicit instruction in pragmatic elements promotes development. Other studies have offered less conclusive evidence of the effectiveness of…

  4. A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

    Directory of Open Access Journals (Sweden)

    Hamidreza Babaee


    Full Text Available The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students’ listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students’ practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internet-oriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students’ needs.

  5. The Relevance of English Language Instruction in a Changing Linguistic Environment in Iceland: The L2 Self of Young Icelanders (United States)

    Jeeves, Anna


    In this study perceptions of post-compulsory school studies in Iceland were investigated through semi-structured interviews. While colloquial English suffices for entertainment, hobbies and Internet use in Iceland, a high level of proficiency is required for employment and tertiary study. School learners and young people in tertiary study and…

  6. The Choice of English as Medium of Instruction and Its Effects on the African Languages in Namibia. (United States)

    Brock-Utne, Birgit; Holmarsdottir, Halla B.


    Discusses two studies that examine the effects of English, and its status as the official language, on Namibian languages. Finds that the numbers of students in African language classes in Namibia have been dropping significantly--in 1995 there were 100 students taking Oshindonga, and in 1999-2000 there was one. (Contains 66 references.) (NB)

  7. The Effect of Speed Reading Instruction on Japanese High School Students' English Reading Comprehension and Vocabulary Development (United States)

    Underwood, Paul; Myskow, Gordon; Hattori, Takahiko


    This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a…

  8. Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners' Reading Profiles (United States)

    Barber, Ana Taboada; Gallagher, Melissa; Smith, Peet; Buehl, Michelle M.; Beck, Jori S.


    Recent research has emphasized the key role of engagement in helping students succeed in school and beyond. Given the academic struggles that many English learners (ELs) face as they transition to middle school, exploring the facets of engagement in middle school ELs is needed. We established reader profiles for eight sixth grade Hispanic ELs and…

  9. The Effects of Using Bloom's Taxonomy to Align Reading Instruction with the Virginia Standards of Learning Framework for English (United States)

    Crews, Charla Faulkner


    This study examined the effects of aligning the "Virginia Standards of Learning (SOL)" English Framework with Bloom's Taxonomy on student achievement. Changes prompted by "No Child Left Behind" legislation increased accountability for student success, as well as mandated testing to determine annual academic growth of all…

  10. Testing the Improvement of English as a Foreign Language Instruction among Chinese College Students through Computerized Graphic Visuals (United States)

    Yang, Quan; Miller, Michael; Bai, Kang


    The purpose of this study was to determine if animated illustrations would increase the recall and comprehension of a subject matter, English as a foreign language (EFL), among Chinese college students. The study was specifically designed to identify the influence of graphics on Chinese EFL students' learning by comparing abstract versus concrete…

  11. A Basis for the Design of a Curriculum Incorporating Music and Drama in Children's English Language Instruction (United States)

    Rodríguez-Bonces, Monica


    This article presents the foundations to design a curriculum that integrates music and drama as strategies for the teaching of English as a foreign language. Besides promoting interdisciplinarity, this curriculum seeks to improve the language level of those children attending continuing educational programs at any higher education institution. The…

  12. Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space (United States)

    Litman, Cindy; Greenleaf, Cynthia


    This study drew on observations of 40 secondary English language arts, history, and science lessons to describe variation in opportunities for students to engage in argumentation and possible implications for student engagement and learning. The authors focused their analysis on two broad dimensions of argumentation tasks: (1) "Instructional…


    Directory of Open Access Journals (Sweden)

    Win Listyaningrum Arifin


    Full Text Available Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the experts of the field. There are still limited graduated teachers majoring in kindergarten or early childhood education department. Promoting an effective learning can only be well done by teachers who are qualified enough. In addition, there is no best method in teaching such a foreign language to these young students. To sum up, teaching a foreign language to very young students who are living in and accustomed to the first language is a challenging task for the kindergarten teachers.

  14. Beliefs and Perceptions of DPRK teachers of English towards CLT Instruction and Factors That Influence Program Implementation (United States)

    Park, Vickie Bin


    Similar to its neighboring countries of China, South Korea, and Japan, the Democratic People's Republic of Korea (DPRK) (also known as North Korea) has made English a compulsory subject for middle school to university level students, and teacher training programs based on the Communicative Language Teaching (CLT) approach have also been…

  15. Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students (United States)

    Moskovsky, Christo; Jiang, Guowu; Libert, Alan; Fagan, Seamus


    Whereas there has been some research on the role of bottom-up and top-down processing in the learning of a second or foreign language, very little attention has been given to bottom-up and top-down instructional approaches to language teaching. The research reported here used a quasi-experimental design to assess the relative effectiveness of two…

  16. Impact of Web-Enhanced Developmental English Course Instruction on Hispanic College Students' Writing and Grammar Skills (United States)

    Shehadeh, Hazar H.


    The number of academically underprepared Hispanic college students is increasing, and there is a need to adopt effective teaching tools to increase their academic achievement. Research has indicated the efficacy of web-enhanced instruction (WEI) in the classroom on student academic achievement, but a lack of research remains in regard to the…

  17. Effect of Instructional Media in the Learning of English Grammar on the Achievement of Teacher Training Students at Namakkal District (United States)

    Arulselvi, Evangelin


    The present study is aimed at finding the effect of Instructional software program in the learning of grammar on the achievement of teacher training students of Namakkal District. Parallel group experimental method was adopted in this study. A sample of 80 students studying in the teacher training college were selected on the basis of their…

  18. Effects of Prior Knowledge of Topics and the Instructional Objectives on Students' Achievement in Literature-in-English (United States)

    Mbah, Blessing Akaraka


    This study investigated the effects of prior knowledge of topics with their instructional objectives on senior secondary school class two (SS II) students. The study was carried out in Abakaliki Education Zone of Ebonyi State, Nigeria. The design of the study is quasi experimental of pretest-posttest of non-equivalent control group. Two research…

  19. English-Medium Instruction in Hong Kong: Illuminating a Grey Area in School Policies and Classroom Practices (United States)

    Evans, Stephen; Morrison, Bruce


    Research into the medium of instruction (MOI) in Hong Kong has traditionally focused on years 7-9; thus, little is known about school policies and classroom practices in the crucial senior-secondary years which fall beyond the ambit of government diktats. This lacuna is particularly conspicuous in the case of Chinese-medium schools, whose students…

  20. Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction

    Directory of Open Access Journals (Sweden)

    Margo Elisabeth DelliCarpini


    Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.


    Directory of Open Access Journals (Sweden)



    Full Text Available This study investigated the effects of two methods of instruction on secondary school students’ critical response to Prose Literature text. The study adopted a pretest, posttest, control group quasi experimental design. The participants in the study were 84 Senior Secondary II students of Literature-in-English purposively selected from four Schools in Ikpoba-Okha Local Government Area of Edo State. Two intact classes were randomly assigned to each of the treatment and control groups. Three hypotheses were tested at 0.05 alpha level. The instruments used were: Critical Response to Prose Literature Test (r = .75, Questionnaire on Home Background of Students (r = .82, and Critical Response to Prose Literature Test Marking Guide. Data obtained were subjected to Analysis of Covariance and graph. The results showed significant main effect of treatment on students’ critical response to Prose Literature (F (1, 77 = 44.731; p < .05. Students exposed to Engagement Strategies Method performed better than those exposed to the Conventional Method of instruction. Further, home background of students had no significant effect on students’ critical response to Prose Literature text (F (2, 77 = 4.902; p < .05. There was significant interaction effect of treatment and home background of students on students’ critical response to Prose Literature text (F (2, 77 = 3.508; p < .05. It was concluded that Engagement Strategies Method is effective in promoting students’ critical response to Prose Literature text. Teachers of Literature-in-English should employ Engagement Strategies Method in teaching Prose Literature to students in Senior Secondary Schools.

  2. L'inglese per gli italiani; un corso programmato autodidattico realizzato dalla Britannica. Laboratorio Linguistico Individuale Anglotutor [English for Italians; A Self-Instructional Programmed Course developed by Encyclopaedia Britannica]. (United States)

    Encyclopaedia Britannica, Inc., Chicago, IL.

    This eight-volume audiolingual course in programmed English for Italian students appears with instructions and grammatical explanations in Italian and numerous illustrations. Special attention is given to contrastive pronunciation problems. The materials, intended for use on the beginning level, are accompanied by tapes. (AMM)


    Directory of Open Access Journals (Sweden)

    YÜKSELİR, Ceyhun


    Full Text Available Although internet-assisted language teaching (IALT has been recognised by the rapid progress of internet, there is a lack of published studies concerning the perceptions and perspectives of English Foreign Language (EFL teachers on the integration of the internet into language learning and teaching. This study compares the differences between EFL university instructors’ perceptions and state and private school EFL teachers’ perceptions, towards the integration of internet-assisted language teaching (IALT into EFL instruction. 82 participants took part in the survey and responded to the questions about their perceptions towards integrating internet-assisted language learning into EFL instruction, what types of internet resources they use to enhance language learning, and what kind of barriers prevent the use of the internet in EFL classes. A mixed-method approach, quantitative and qualitative, was administered in this study. The quantitative part of the research is a questionnaire with two sections, and the qualitative part is an open-ended questionnaire. Both quantitative and qualitative results demonstrate that although both instructors and teachers showed positive attitude towards IALT, the internet activities they used in the classroom were limited, and there were some barriers against internet use in the language classroom, such as limited time, limited computer facilities and certain technical problems.

  4. Teaching College English. (United States)

    Ediger, Marlow

    College instructors of English need to use selected strands from the educational psychology arena in teaching so that students may achieve more optimally. Each student needs to experience a quality English curriculum. A quality English class emphasizes instructional procedures which are conducive to achieving, growing, and learning on the part of…

  5. Evergreen Valley College Matriculation Aide Intervention Evaluation: Success Rates of Fall 1992 Sections Using a Matriculation Aide Compared to Non-Intervention Sections for the Same Semester and Two Previous Semesters, English 321, 322, 330, and Math 12. Research Report #408. (United States)

    Kangas, Jon

    In fall 1992, a study was performed at Evergreen Valley College, in San Jose, California, to determine whether the presence of full-time instructional aides and part-time matriculation aides in four specific courses (English 321, 322, 330, and Math 12) led to increases in student success. Success was defined as receipt of a grade of…

  6. English Teaching Profile: Sabah--Malaysia. (United States)

    British Council, London (England). English Language and Literature Div.

    This review of the status of English language instruction in Sabah, Malaysia, provides an overview of the role of English in the society in general and outlines the status of English use and instruction in both the Chinese and government educational systems at all levels. Topics covered are: the characteristics and training of English language…

  7. English Language Teaching Profile: Cyprus. (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Cyprus discusses the role of English within the Greek Cypriot community and within the educational system. Areas covered include English language requirements and English within the curriculum, teaching personnel and teacher training, instructional materials, English…

  8. Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction (United States)

    Estrada, Myrna Hipol

    In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

  9. Morphology in Malay-English Biliteracy Acquisition: An Intervention Study (United States)

    Zhang, Dongbo


    This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay-English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in…

  10. Variables associated with Grade R English Additional Language ...

    African Journals Online (AJOL)

    reviewer 1

    In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The finding in multilingual rural Mpumalanga schools was in agreement with ...

  11. English I. [Revised]. (United States)

    Spann, Margaret; And Others

    This manual for language arts instructors contains a basic core of instruction in English that provides updated and extensive vocationally related application of such basic English skills as reading, writing, and practical usage. Attention is also focused on assisting students with life and study skills. The material should be adapted to…

  12. English Pronunciation Lessons: A Teacher's Resource Manual. (United States)

    International Catholic Migration Commission, Morong (Philippines).

    The manual for English pronunciation instruction is designed for use in intensive language courses for Southeast Asians learning English as a Second Language. An introductory section suggests classroom presentation and lesson planning techniques and gives background information on English phonology and pronunciation instruction. A variety of…

  13. Prescriptivism, Creativity, and World Englishes. (United States)

    Bhatt, Rakesh M.


    Critiques the idea that standard British or American English is the only model for second language instruction, arguing that successful English language teaching in nonnative contexts, such as in India, must address the relationship between the forms that English manifests and its speakers' perception of reality and the nature of their cultural…

  14. The Zanzibar English Reading Programme. (United States)

    Cunningham, Roger.


    The Zanzibar Ministry of Education instituted an English reading program into all secondary schools in 1989 to raise the levels of English teaching and learning (English being the medium of instruction and testing from secondary level and beyond). The program description and conclusions include implications for program design and implementation.…

  15. Correct English for Modern Needs. (United States)

    Pooley, Robert C.


    Reprints an article originally published in 1932. Discusses the development of S. Leonard's book "Current English Usage." Suggests that the monograph stands as a symbol of a spirit and attitude in the teaching of English which will have far-reaching influence in determining the course of study and content of English instruction in the future. (RS)

  16. Students' underachievement in English-medium subjects: The case ...

    African Journals Online (AJOL)

    Kiswahili was used as a language of instruction in primary schools in Zanzibar for more than four decades and English as a language of instruction in secondary schools. The increasing hegemony of English has led to the introduction, from 2014, of the use of English as medium of instruction from Grade 5 onwards in ...

  17. Mediation in Legal English Teaching

    Directory of Open Access Journals (Sweden)

    Chovancová Barbora


    Full Text Available Mediation is a language activity that has been unjustly neglected when preparing law students for their future professional careers. When trained in a professional context, students need to develop and improve complex communicative skills. These include not only the traditional language skills such as reading, writing, listening and speaking, but also more advanced skills such as summarizing, providing definitions, changing registers etc. All these are involved in the students’ acquisition of ‘soft skills’ that are particularly important for students of law since much of their future work involves interpersonal lawyer-client interaction. This article argues that mediation is a crucial (though previously underestimated skill and that law-oriented ESP instruction should provide training aimed at developing this skill. Showing a practical application of this approach, the paper demonstrates that mediation can be successfully integrated in the legal English syllabus and make the learning of legal English more effective.

  18. Instructional Design Using an In-House Built Teaching Assistant Robot to Enhance Elementary School English-as-a-Foreign-Language Learning (United States)

    Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing


    This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching…

  19. An Evaluation of Pronunciation Teaching Content of "English for Palestine 10" and Related Teachers' Competency Level in Light of Current Instructional Perspectives (United States)

    Al-Najjar, Rana Abdel-Rahman


    Purpose: This study aimed to evaluate pronunciation teaching with regard to an EFL multi-skills textbook ("English for Palestine 10"). The evaluation was intended to identify the extent to which pronunciation teaching content incorporated in" English for Palestine 10," in addition to the related teachers' competency level match…

  20. English Language Teaching Profile: Central African Republic. (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in the Central African Republic discusses the role of English and English within the educational system. While French is the official language and Sango is the national language, English is taught in all secondary schools, is used as the medium of instruction in the University…

  1. The Effect of Test Taking Strategy Instruction on Iranian High School Students’ Performance on English Section of the University Entrance Examination and Their Attitude towards Using These Strategies

    Directory of Open Access Journals (Sweden)

    Fatemeh Takallou


    Full Text Available This paper reports on a study that investigated the effect of teaching test-taking strategies on Iranian high school students’ performance on English section of the National University Entrance Examination (Konkoor. To do so, 273 male and female high school students participated in a workshop that lasted for four sessions. The participants were randomly divided into an experimental and a control group. In the beginning of the workshop, participants received a demographic questionnaire to see if they had taken part in a similar test-taking class which resulted in excluding some students from the groups. The groups were also homogenized regarding their language proficiency level by administering Oxford Placement Test (OPT. Therefore, 260 participants were left for the main study. Then, experimental group participated in the test-taking strategy workshop and control group worked on the previous samples of Konkoor examinations without any reference to test-taking strategies. At the end of the workshop, the attitude questionnaire was run in the experimental group to compile the group’s opinions about the treatment.  One month later, the students of both groups took Konkoor. The data were analyzed using an independent-samples t-test. The learners’ responses to the attitude questionnaire were also analyzed quantitatively. The findings of this study indicated that Iranian high school students in the experimental group outperformed the control group on their Konkoor exam. Moreover, they had positive attitudes towards teaching and learning test-taking strategies. This study suggests that integrating such strategies in the teaching curriculum could be beneficial for the students.

  2. Non-Native & Native English Teachers

    Directory of Open Access Journals (Sweden)

    İrfan Tosuncuoglu


    Full Text Available In many countries the primary (mother tongue language is not English but there is a great demand for English language teachers all over the world. The demand in this field is try to be filled largely by non-native English speaking teachers who have learned English in the country or abroad, or from another non native English peaking teachers. In some countries, particularly those where English speaking is a a sign of status, the students prefer to learn English from a native English speaker. The perception is that a non-native English speaking teacher is a less authentic teacher than a native English speaker and their instruction is not satifactory in some ways. This paper will try to examine the literature to explore whether there is a difference in instructional effectiveness between NNESTs and native English teachers.

  3. English Graphic



    English Graphic is a book of essays on the subject of illustration, with the focus entirely on English artists using graphic media; drawings, prints and watercolours. As editor, I built on a schedule Tom drew up. It contains essays drawn from a variety of sources: the Great Works column, reviews, catalogue essays, and previously unpublished material. The historical span of the book is broad – from the Winchester Psalter Hellmouth to Harry Beck’s London Underground Map and Dom Sylvester Houéda...

  4. Medium of Instruction in Thai Science Learning (United States)

    Chanjavanakul, Natpat

    The goal of this study is to compare classroom discourse in Thai 9th grade science lessons with English or Thai as a medium of instruction. This is a cross-sectional study of video recordings from five lessons in an English-medium instruction class and five lessons in a Thai- medium instruction class from a Thai secondary school. The study involved two teachers and two groups of students. The findings show the use of both English and Thai in English-medium lessons. Students tend to be more responsive to teacher questions in Thai than in English. The findings suggest the use of students' native language during English-medium lessons to help facilitate learning in certain situations. Additionally, the study provides implications for research, practice and policy for using English as a medium of instruction.

  5. Differences between American English and British English: A Challenge to TESOL. (United States)

    Benson, Morton


    Educational programs for teachers of English as a Second Language must devote more attention to differences between the standard varieties of American and British English, with instruction focusing on the major orthographic, morphological, syntactic, collocational, and lexical differences. (CB)

  6. Variables Associated with Grade R English Additional Language Acquisition in Multilingual Rural Mpumalanga Schools (United States)

    Moodley, P.; Kritzinger, A.; Vinck, B.


    In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The finding in multilingual rural Mpumalanga schools was in agreement with numerous studies elsewhere.…

  7. Borrowing Legitimacy as English Learner (EL) Leaders: Indiana's 14-Year History with English Language Proficiency Standards (United States)

    Morita-Mullaney, Trish


    English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K-12 US schools. With the transition from the state-developed…

  8. Chemical education experiences from the English language learner perspective (United States)

    Flores, Annette


    The Rio Grande Valley (RGV) is a region populated by Spanish-speaking immigrants and their descendants producing a large English Language Learner (ELL) student population. ELLs have historically had low literacy rates and achievement levels when compared to their counterparts. In order to address this achievement gap, previous research efforts and curriculum interventions have focused on language acquisition as being the determining factor in ELL education, with little attention given to academic content acquisition. More current research efforts have transitioned into English language acquisition through academic content instruction; this present research study specifically focuses on ELL experiences in chemistry. Participants were high school chemistry students who identified as ELL or had recently exited out of ELL status. Students were interviewed to identify factors that attributed to their experiences in chemistry. Findings indicate code-switching as a key to learning chemistry in English but also the deterrent in English language acquisition.

  9. The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies (United States)

    Rattanavich, Saowalak


    This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency…

  10. Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms (United States)

    Ajayi, Lasisi


    Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

  11. The Igbo People of Nigeria as Seen Through "Things Fall Apart" by Chinua Achebe. An Instructional Unit for Tenth Grade English. (United States)

    Talley, Odessa B.

    This teaching guide is intended to aid tenth grade English classroom teachers as they develop and implement educational programs on the Igbo-speaking people of Nigeria. The source material for this unit is "Things Fall Apart," by Chinua Achebe. The guide is a product of an interdisciplinary summer workshop for teachers on development of…

  12. English Verb Accuracy of Bilingual Cantonese-English Preschoolers (United States)

    Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi


    Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…

  13. A contrastive analysis of dar ‘give’ in english and brazilian portuguese: semantic-syntactic relationships and implications for L2 instruction

    Directory of Open Access Journals (Sweden)

    Christoffersen, Katherine O'Donnell


    Full Text Available In recent years, research on multiword lexical units has influenced second language acquisition research, but little work has been done on light verbs, especially comparing the use of light verbs in English and Brazilian Portuguese. This paper presents a comparative analysis of the syntactic and semantic aspects of dar and ‘give’ through the semantic continuum, event type, denominal verbs and incorporation. This study finds that distinct and varied semantic uses of light verbs present a unique challenge to second language learners in terms of both their understanding and their production. Furthermore, this study analyzes the semantic-syntactic interrelationships and suggests implications for teaching English and Portuguese light verbs to second language learners

  14. Ghanaian Teacher Candidates’ Perspective on English Language Instruction in Preparatory Classes (The Case of Fırat University School of Foreign Languages)


    Tümen Akyıldız, Seçil; Tayşı, Eda


    The purpose of this studywas to investigate Ghanaian teacher candidates’ opinions about the Englishinstruction at preparatory program of Fırat University School of ForeignLanguages. The participants, who has a high level proficiency in English, wereattending courses to get a teaching certificate at the Faculty of Education andthey were undergoing a period of training as preservice teachers at the Schoolof Foreign Languages in 2015-2016 spring semester. This study aimed atreflecting their perc...

  15. A Survey of Grammar Instruction from Scholastic Perspective (United States)

    Peng, Yanghua


    The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorists and teachers hold that the grammar instruction should…

  16. Facilitating Vocabulary Acquisition of Young English Language Learners (United States)

    Lugo-Neris, Mirza J.; Jackson, Carla Wood; Goldstein, Howard


    Purpose: This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Method: Twenty-two…

  17. On English Teaching in Maritime Colleges (United States)

    Shen, Jiang; Wang, Honggui


    According to English level of Chinese ocean sailors at present, we analyze the characteristics and instruction needs of navigation English and point out current English teaching in maritime specialty has many problems. Traditional teaching modes are not suitable for modern maritime needs any longer. So we propose feasible methods and…

  18. Science is for me: Meeting the needs of English language learners in an urban, middle school science classroom through an instructional intervention (United States)

    Johnson, Joseph A.


    This study involved an intervention in which I explored how the multimodal, inquiry-based teaching strategies from a professional development model could be used to meet the educational needs of a group of middle school students, who were refugees, newly arrived in the United States, now residing in a large urban school district in the northeastern United States, and learning English as a second language. This group remains unmentioned throughout the research literature despite the fact that English Language Learners (ELLs) represent the fastest growing group of K-12 students in the United States. The specific needs of this particular group were explored as I attempted daily to confront a variety of obstacles to their science achievement and help to facilitate the development of a scientific discourse. This research was done in an effort to better address the needs of ELLs in general and to inform best practices for teachers to apply across a variety of different cultural and linguistic subgroups. This study is an autoethnographic case study analysis of the practices of the researcher, working in a science classroom, teaching the described group of students.

  19. English Teaching Profiles from the British Council Language and Literature Division: Updates and Supplements. (United States)

    Burdines Dept. Stores, Miami, FL.

    Reports on the role of English and English instruction in 10 countries are updated. Recent developments in literature instruction are reported for Austria, Bangladesh, Cyprus, Hong Kong, India, Indonesia, Israel, the Netherlands, Thailand, and Tunisia. Among the topics summarized are the role of English instruction in the educational systems of…

  20. English Verb Accuracy of Bilingual Cantonese-English Preschoolers. (United States)

    Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi


    Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese-English bilingual children.

  1. The Attitudes and Perceptions of Non-Native English Speaking ...

    African Journals Online (AJOL)

    native English speaking adults toward explicit grammar instruction (EGI). The factors influencing those attitudes and perceptions are also explored. The data collected in this study indicate that adult English as a second language (ESL) students ...

  2. Re-contextualising academic writing in English

    DEFF Research Database (Denmark)

    Larsen, Sanne

    six focal students’ challenges in re-contextualising themselves as writers in English in a new university environment, data were generated from regular interviews with the participants over one semester, supplemented by questionnaires, documentary evidence, and observational data. Analyses building......’ experiences as writers of English, manifested in three main areas of concern: ideational, linguistic, and interpersonal. These writing concerns were embedded in more global processes of establishing academic continuity and in managing English-mediated instruction and learning in the English...

  3. New Ways of Using Video Technology in English Language Teaching. (United States)

    Migliacci, Naomi


    Examines the different uses of video technologies in English language teaching, including content and instructional presentation, planning for instruction, designing tasks for students, assessment, and using new technologies. (Author/VWL)

  4. Proficiency in English as a second official language (ESOL) in ...

    African Journals Online (AJOL)

    The paper first presents a background to English as the international and global language and the second official language as well as the medium of instruction in Lesotho. It further discusses the meaning of proficiency in English and the rationale for teaching and learning English as well as using English as the medium of ...

  5. Implementing the recent curricular changes to English language ...

    African Journals Online (AJOL)

    ... concerning the teaching of English to younger students, as well as their general opinions on English language education. The results indicate divided opinions toward the requirement for English instruction, although the administrators' attitudes toward facilitating English teaching in their schools were generally positive.

  6. What Does "Literate in English" Mean?: Divergent Literacy Practices for Vernacular- vs. English-Medium Students in India. (United States)

    Ramanathan, Vai


    Offers a close analysis of how English is presented and taught in state-mandated vernacular- and English-medium textbooks used in Grades K-12 in Gujarat, India. Argues that the divergent English instruction as presented in the textbooks contribute to producing two different cultural models regarding being "literate in English."…

  7. Instructions for authors

    Directory of Open Access Journals (Sweden)

    Editors Editorial Board


    Full Text Available

    Author Guidelines
    Authors must submit their papers via email to (please! or they can create an account and submit their papers online, at Submited papers must be written in DOC format (Microsoft Word document, in as clear and as simple as possible English. Preferred maximum paper length for the papers is 20 pages, including figures.
    The template for the paper is at this address: vol. 3, issue 3, Instructions for authors


    Directory of Open Access Journals (Sweden)

    César Alberto Navas Brenes


    Full Text Available El principal objetivo de este artículo es presentar una lección, la cual incorpora materiales auténticos, para el curso de inglés LM-1230 Comunicación Oral I con base en los principios pedagógicos de la metodología de aprendizaje basada en contenidos (Content-Based Instruction. Esta lección ayudará a docentes principiantes quienes eventualmente impartirán cursos originados de la metodología de aprendizaje basada en contenidos a un nivel intermedio de inglés. La población meta de esta lección consiste en estudiantes del primer curso oral de segundo año de la Carrera de Inglés en la Escuela de Lenguas Modernas de la Universidad de Costa Rica. A través de este curso, el estudiantado cubre dos temas principales: salud y problemas ambientales.

  9. Instrução-focada-na-forma, lingualização e aprendizagem de ILE por aprendizes brasileiros Form-focused instruction, languaging and the learning of English as a foreign language (EFL by Brazilian learners

    Directory of Open Access Journals (Sweden)

    Rejane Teixeira Vidal


    Full Text Available Este estudo examina o conceito de lingualização (Swain, 2006 em contexto de instrução-focada-na-forma e o seu papel como uma importante ferramenta a ser utilizada por aprendizes de brasileiros de língua estrangeira, sejam avançados ou de nível elementar, se o objetivo é a precisão linguística. Com o apoio da teoria sociocultural da mente de Vygotsky (1978 e com base nos estudo desenvolvidos por Swain no contexto canadense, assim como nos de Vidal (2003 em contexto brasileiro, ambos com alunos avançados, a investigação mostra como aprendizes brasileiros de língua inglesa de diferentes níveis de proficiência e de diferentes realidades instrucionais se beneficiam com a lingualização _ o processo de se construir significado e moldar conhecimento e experiência por meio da própria língua-alvo. Análise qualitativa de diálogo colaborativo e de feedback corretivo fornecem evidências para a reivindicação. Sugere-se que a instrução-focada-na-forma via reflexão consciente sobre uso de língua parece um recurso pedagógico muito atraente para ajudar aprendizes de ILE a aprender a língua-alvo, assim como a desenvolver sua interlíngua.This paper examines the concept of languaging (Swain, 2006 in the context of form-focused instruction and its role as an important tool for Brazilian foreign language learners, both at advanced level and at elementary level, if linguistic precision is the target. Supported by the Vygotskian sociocultural theory of mind (Vygotsky, 1978 and based on studies developed by Swain (2006 in the Canadian context and by Vidal (2003 in the Brazilian scenario, both with advanced learners, the paper shows how Brazilian learners of English of different levels of proficiency and from different instructional realities benefit from languaging _ the process of making meaning and shaping knowledge and experience through target-language use. A qualitative analysis of both collaborative dialogue and corrective feedback

  10. China English and ELT for English Majors (United States)

    Zhang, Mingjuan


    This paper is a general study of one of varieties of English--China English and its influence on English Language Teaching (ELT) for English majors. The status of English as an International language breaks the situation in which British English or American English is the sole standard. English becomes World Englishes, taking on a plural form,…

  11. Life after oral English certification

    DEFF Research Database (Denmark)

    Dimova, Slobodanka


    Internationalization of higher education has resulted in rapid developments of English-medium instruction (EMI) courses in non-Anglophone countries in Europe and Asia. Due to the growing concerns about lecturers' ability to teach in English, several European universities have implemented policies...... for internal assessment of lecturers' English proficiency to ensure the quality of teaching in EMI programs. However, research on the measured construct and the reliability and the validity of these assessments remains scarce. Based on interviews with tested university lecturers and formative feedback analysis...

  12. Earphone English. (United States)

    Goldsmith, Francisca


    Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age…


    African Journals Online (AJOL)


    PREVIOUS SECOND TRIMESTER ABORTION: A risk factor for third trimester uterine rupture in three ... for accurate diagnosis of uterine rupture. KEY WORDS: Induced second trimester abortion - Previous uterine surgery - Uterine rupture. ..... scarred uterus during second trimester misoprostol- induced labour for a missed ...

  14. Misunderstanding during instructional communication as related to ...

    African Journals Online (AJOL)

    Misunderstanding during instructional communication as related to oral proficiency. ... Data were collected through video recorded observations of authentic lessons presented by 26 pre-service teachers using English second language as the medium of instruction in the classroom. Misunderstandings were identified and ...

  15. Life after oral English certification

    DEFF Research Database (Denmark)

    Dimova, Slobodanka


    Internationalization of higher education has resulted in rapid developments of English-medium instruction (EMI) courses in non-Anglophone countries in Europe and Asia. Due to the growing concerns about lecturers' ability to teach in English, several European universities have implemented policies...... for internal assessment of lecturers' English proficiency to ensure the quality of teaching in EMI programs. However, research on the measured construct and the reliability and the validity of these assessments remains scarce. Based on interviews with tested university lecturers and formative feedback analysis......, this study discusses the consequences resulting from score and feedback interpretations and uses as part of the validation process of TOEPAS (Test of Oral English Proficiency for Academic Staff), which is a performance-based test used for oral English certification of lecturers at the University...

  16. Transitioning English Language Learners: Annotated Bibliography (United States)

    Hector-Mason, Anestine; Shaewitz, Dahlia; Sherman, Renee; Brown, Delphinia; Salomon, Erika; Bauman, Emily; Mendieta, Yorkmit; Corley, Mary Ann


    On July 17, 2008 the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) awarded a contract to the American Institutes for Research (AIR) to assist OVAE in conducting a descriptive study of instructional and programmatic practices that support the transition of English language learners (TELL) from English as a second…

  17. English Institute Content-Based Program Manual. (United States)

    Canada Coll., Redwood City, CA.

    Instructional materials designed for the content-based English as a Second Language program at Canada College's English Institute (EI) are presented in this manual. First, an introduction provides background information on the college, its student body, and the program. Drawing on relevant second language theory, this section offers a definition…

  18. Enhancing Senior Secondary Students Knowledge of English ...

    African Journals Online (AJOL)

    Direct explicit and indirect explicit grammar instructional strategies enhanced students' achievement in English grammar and composition in public senior secondary schools in Ibadan metropolis. Teachers should adopt both strategies in teaching English grammar and composition for improved performance. Keywords: ...

  19. English Intonation and Relevance Theory. (United States)

    Pickering, Michael

    An analysis of English intonation focuses on fall-rise and rise-fall instruction. Fall-rise intonation marks material from which the speaker would derive a precondition for what he is saying, while rise-fall intonation marks material from which the speaker would derive a consequence from what he is saying based on inversion of the clause where the…

  20. The Acquisition of Colloquial English Features by Korean Americans. (United States)

    Lee, Hikyoung


    Examines the acquisition of two colloquial English features: word medial /t/ flapping and discourse-marker use. These features are characteristic of North American English and are not taught explicitly through formal instruction. Subjects were ethnic Korean speakers stratified according to English education and sex. (Author/VWL)

  1. Motivation of Students for Learning English in Rwandan Schools (United States)

    Takahashi, Tomoharu


    Since Rwanda decided that from 2009 English will be the sole medium of instruction from upper level primary school onwards, motivation for learning English has become an especially important issue. Therefore this study investigated motivation for Rwandan primary and secondary school students to learn English. The study was carried out in Nyagatare…

  2. English Camp: A Language Immersion Program in Thailand (United States)

    Rugasken, Kris; Harris, Jacqueline A.


    A summer English camp language immersion program, which began in 2003, provided instruction by native English speakers to Thai college students via collaboration between Prince of Songkla University in Thailand and Ball State University in Indiana, USA. During this program, Thai students were exposed to English formally through classroom…

  3. Teacher Beliefs regarding Bilingualism in an English Medium Reading Program (United States)

    Vaish, Viniti


    Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…

  4. Japanese Elementary School Teachers and English Language Anxiety (United States)

    Machida, Tomohisa


    "Foreign language activities" (English) officially began in Japanese elementary schools in April 2011. Since that starting date, and despite insufficient knowledge and preparation, classroom teachers have been required to instruct in English. They also have been required to team-teach with native-English-speaking assistant language…

  5. RelaisILL instructions in English

    International Development Research Centre (IDRC) Digital Library (Canada)

    Julie Cassone

    RelaisILL está integrado a las herramientas de investigación de los Servicios de Apoyo a la. Investigación del IDRC. Puede obtener acceso a este sistema directamente desde las bases de datos de investigación, en Google Scholar, o bien mediante el siguiente enlace:.

  6. RelaisILL instructions in English

    International Development Research Centre (IDRC) Digital Library (Canada)

    Julie Cassone

    . RelaisILL is IDRC's document delivery and interlibrary loan request and tracking system. Follow the steps below to order journal articles and books through interlibrary loan. Note: Grantees can only request articles and book chapters, which ...

  7. RelaisILL instructions in English

    International Development Research Centre (IDRC) Digital Library (Canada)

    Julie Cassone

    Las comunicaciones subsiguientes relativas a su solicitud harán referencia a dicho número PAT. Nota: El título (title) es el único campo obligatorio. No obstante, es útil incluir el autor y la fecha de la publicación, así como la edición, el volumen y el número de la publicación. Nota: La información provista en este formulario ...

  8. Private English Tutoring and Adolescents' Motivation to Learn English as a Foreign Language: A Self System Perspective (United States)

    Huang, Hung-Tzu


    The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a…

  9. Extramural English

    DEFF Research Database (Denmark)

    Jensen, Signe Hannibal

    activities are more supportive of language learning than others, i.e. gaming, watching television, music, etc. Finally, a qualitative gaming study will be carried out to explore what goes on linguistically when very young children game in English together: type of interaction between players...... and with the game and if this interaction can be seen to support their English language learning. Preliminary results indicate that although children use / are exposed to English in a range of different contexts and through a variety of modalities (internet, console/PC games, music etc.), the one activity...... that seems to have the most impact on children’s English learning is gaming....

  10. Laparoscopy After Previous Laparotomy

    Directory of Open Access Journals (Sweden)

    Zulfo Godinjak


    Full Text Available Following the abdominal surgery, extensive adhesions often occur and they can cause difficulties during laparoscopic operations. However, previous laparotomy is not considered to be a contraindication for laparoscopy. The aim of this study is to present that an insertion of Veres needle in the region of umbilicus is a safe method for creating a pneumoperitoneum for laparoscopic operations after previous laparotomy. In the last three years, we have performed 144 laparoscopic operations in patients that previously underwent one or two laparotomies. Pathology of digestive system, genital organs, Cesarean Section or abdominal war injuries were the most common causes of previouslaparotomy. During those operations or during entering into abdominal cavity we have not experienced any complications, while in 7 patients we performed conversion to laparotomy following the diagnostic laparoscopy. In all patients an insertion of Veres needle and trocar insertion in the umbilical region was performed, namely a technique of closed laparoscopy. Not even in one patient adhesions in the region of umbilicus were found, and no abdominal organs were injured.

  11. Students' Attitudes to Lecturers' English in English-Medium Higher Education in Denmark

    DEFF Research Database (Denmark)

    Jensen, Christian; Denver, Louise; Mees, Inger M.


    This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language......’ English language proficiency is a significant predictor of their perceptions of the lecturers’ general lecturing competence and vice versa. We interpret this as a two-way relationship caused by speech stereotypes similar to those which have been demonstrated in social-psychological experiments...

  12. Technology-Assisted Sheltered Instruction: Instructional Streaming Video in an EFL Multi-Purpose Computer Course (United States)

    Huang, Yun-Hsuan; Chuang, Tsung-Yen


    Content-based instruction (CBI) has been widely adopted for decades. However, existing CBI models cannot always be effectively put into practice, especially for learners of lower English proficiency in English as a foreign language (EFL) context. This study examined an animation design course adopting CBI to promote reading abilities of English…

  13. EST Vocabulary Instruction

    Directory of Open Access Journals (Sweden)

    Célia D.S. Bell


    Full Text Available This study aims at contributing to the investigation on the instruction of EST (English for Science and Technology vocabulary, in terms of receptive use of the language. It evaluates the effectiveness of two teaching approaches to the acquisition of vocabulary. The first approach consisted of teaching vocabulary through the use of dictionaries, where the words were merely translated into the learners’ L1 or defined in the target language thus promoting superficial level of word processing. The second approach employed activities promoting deep level of word processing. Data were analysed quantitatively. Results indicated that the two approaches seem to have some equipotentiality, as far as EST vocabulary is concerned.

  14. English for common entrance

    CERN Document Server

    Kossuth, Kornel


    Succeed in the exam with this revision guide, designed specifically for the brand new Common Entrance English syllabus. It breaks down the content into manageable and straightforward chunks with easy-to-use, step-by-step instructions that should take away the fear of CE and guide you through all aspects of the exam. - Gives you step-by-step guidance on how to recognise various types of comprehension questions and answer them. - Shows you how to write creatively as well as for a purpose for the section B questions. - Reinforces and consolidates learning with tips, guidance and exercises through

  15. CALL English

    DEFF Research Database (Denmark)

    Barlach, Else

    This multimedia program of English grammar caters specifically for Danish students at Bachelor level. The handbook introduces students to well-established grammatical terminology within the traditional areas of English grammar, and the CD-ROM, which contains about 120 exercises, offers students...

  16. Interactive radio instruction: developing instructional methods. (United States)

    Friend, J


    The USAID has, since 1972, funded the development of a new methodology for educational radio for young children through 3 projects: the Radio Mathematics PRoject of Nicaragua, the Radio Language Arts Project of Kenya, and the Radio Science PRoject of Papua New Guinea. These projects developed math programs for grades 1-4 and English as a second language for grades 1-3; programs to teach science in grades 4-6 are now being developed. Appropriate techniques were developed to engage young children actively in the learning process. Lessons are planned as a "conversation" between the children and the radio; scripts are written as 1/2 of a dialogue, with pauses carefully timed so that written as 12 of a dialogue, with pauses carefully timed so that students can contribute their 1/2. Teaching techniques used in all 3 projects include choral responses, simultaneous individual seatwork, and activities using simple materials such as pebbles and rulers. Certain techniques were specific to the subject being taught, or to the circumstances in which the lessons were to be used. Patterned oral drill was used frequently in the English lessons, including sound-cued drills. "Deferred" oral responses were used often in the math lessons. In this method, the children are instructed to solve a problem silently, not giving the answer aloud until requested, thus allowing time for even the slower children to participate. "One-child" questions were used in both English and science: the radio asks a question to be answered by a single child, who is selected on the spot by the classroom teacher. This allows for open-ended questions, but also requires constant supervision of the classroom teacher. Songs and games were used in all programs, and extensively for didactic purposes in the teaching of English. Instructions for science activities are often more complex than in other courses, particularly when the children are using science apparatus, especially when they work in pairs to share scarce

  17. Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments (United States)

    Black, Rhonda


    This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

  18. Aspects of English Language learning in Tripura


    Majumder, Barnita


    Tripura is a hilly state. The community of this state is mostly tribes and Bengalese. The official language is English and Bengali. The Government vernacular medium schools and English medium schools support the use of the mother tongue in classroom. In vernacular medium schools it is obvious that all the subjects are written in Bengali except the subject English. But in English class also the mother tongue is used as a medium of instruction which is a hindrance to the students in the way of ...

  19. Essentials for successful English language teaching

    CERN Document Server

    Farrell, Thomas S C


    Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s

  20. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping


    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  1. 76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language... (United States)


    ... DEPARTMENT OF EDUCATION National Professional Development Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... certification and licensure as teachers who work in language instruction educational programs or serve ELs...

  2. Best practices in writing instruction

    CERN Document Server

    Fitzgerald, Jill; MacArthur, Charles A


    An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learner

  3. Asian Varieties of English: Attitudes towards Pronunciation (United States)

    Tokumoto, Mina; Shibata, Miki


    According to previous studies, Japanese EFL learners who wish to acquire American or British English pronunciation are reluctant to speak their L1-accented English. In view of this tendency, the present study examined the attitudes of Asian learners toward their L1-accented English. University students from Japan, South Korea, and Malaysia…

  4. Effects of Cooperative Translation on Chinese EFL Student Levels of Interest and Self-Efficacy in Specialized English Translation (United States)

    Yang, Xianmin; Guo, Xiaoshan; Yu, Shengquan


    Translation instruction is very important in specialized English teaching activities. The effectiveness of current specialized English translation instruction (SETI) in mainland China, however, is unclear because university students have become less interested in, and less confident when doing, English translation. This study investigated the…

  5. Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary (United States)

    Tung, Rosann; Uriarte, Miren; Diez, Virginia; Gagnon, Laurie; Stazesky, Pamela


    The Massachusetts context for English language learner (ELL) education has evolved over the last decade, while the population of English language learners in Boston Public Schools (BPS) has increased steadily. During that time, a shift to "English Only" instruction meant that instruction in students' first language (L1) disappeared…

  6. English Teaching Profiles from the British Council: Burma, Cyprus, Czechoslovakia, Ethiopia, Ghana, India, Lesotho, New Zealand, Pakistan, Qatar, Malaysia. (United States)

    British Council, London (England). English Language and Literature Div.

    The role of English and the status of English language instruction is reported for Burma, Cyprus, Czechoslovakia, Ethiopia, Ghana, India, Lesotho, New Zealand, Pakistan, Qatar, and Malaysia. The profile for each country contains a summary of English instruction within and outside of the educational system, teacher supply and qualifications,…

  7. Re-contextualising academic writing in English

    DEFF Research Database (Denmark)

    Larsen, Sanne

    ’ experiences as writers of English, manifested in three main areas of concern: ideational, linguistic, and interpersonal. These writing concerns were embedded in more global processes of establishing academic continuity and in managing English-mediated instruction and learning in the English......-as-a-lingua-franca context, involving critical re-evaluation of known academic practices and more complex understandings of what learning to write in English entails. The EAP course produced variable effects among the participants in supporting their academic endeavours in content subjects. The study suggests that providing......With the internationalisation of European higher education continuing apace, English literacy is becoming essential for full participation in university practices, creating both possibilities and challenges for students in the internationalised university in non-English dominant Europe. A growing...

  8. Students’ attitudes to lecturers' English in English-medium higher education in Denmark

    DEFF Research Database (Denmark)

    Jensen, Christian; Denver, Louise; Mees, Inger M.


    This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language ....... This effect should be addressed when universities use student ratings to evaluate teaching in English-medium content courses.......This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language...... proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers...

  9. Corrección de errores en comprensión lectora en inglés: Una instrucción teóricamente fundamentada basada en estrategias macroestructurales / Correction of reading comprehension errors in English: a theoretical-based instructional approach focused on macrostructural strategies

    Directory of Open Access Journals (Sweden)

    Ángela Gómez


    Full Text Available Resumen: Se presenta y valida un diseño instruccional basado en el modelo de comprensión de textos de Kintsch y Van Dijk que mejora sustancialmente la comprensión lectora en inglés y corrige muchos de los errores que los estudiantes universitarios cometen en tareas como la elaboración de resúmenes. Un grupo piloto sirvió para desarrollar las estrategias didácticas, diseñar los materiales y definir las categorías de análisis. Otro grupo de estudiantes se constituyó en el grupo de tratamiento. Tras la instrucción, los estudiantes mejoraron su comprensión lectora en inglés, corrigieron casi todos los errores de comprensión y se percibió un cambio de nivel de procesamiento.Abstract: We present and validate an instructional design based on Kintsch and Van Dijk’s model of text comprehension which is able to significantly improve reading comprehension in English, and correct many of the errors committed by university students in tasks such as summarization tasks. A pilot group of students was used to develop instructional strategies, to improve the materials and to define the categories for further analyses. Another group of students formed the treatment group. After the instruction, students improved their reading comprehension in English, corrected almost all the comprehension errors, and a change in the level of processing of information was observed.

  10. The Englishness of English Sedilia

    Directory of Open Access Journals (Sweden)

    James Alexander Cameron


    Full Text Available Sedilia are the ceremonial seats of the priest, deacon, and subdeacon placed to the south of the altar. In Gothic church architecture, they typically take the form of three deep niches, recessed into the thickness of the wall, surmounted by arches and separated by shafts. These types of sedilia are most well-known from English churches of the thirteenth and fourteenth centuries. This essay looks to explain why sedilia became so popular in England, through a consideration of trends in English architecture. With the help of Nikolaus Pevsner’s characterization of the country’s art from The Englishness of English Art, it will argue that the basic decorative language of sedilia is entrenched in trends first developed in the Anglo-Norman Romanesque. It will also suggest, however, that regional variations in the distribution of sedilia complicate the idea of a single “national style”.

  11. Pengembangan Media Pembelajaran Technical English Berbasis Digital

    Directory of Open Access Journals (Sweden)

    Dharmawati Dharmawati, Sumi Khairani, Diana Suita


    Full Text Available This research is conducted based on the problem in teaching learning process of technical English for civil engineering in STT Harapan Medan. The use of lecturer method, copied and printed teaching material make the students unmotivated to learn English. The solution for this problem, it is needed to develop learning media based on CAI  (Computer Aided Instruction. The objective of this research is developing digital English media designed for civil engineering students. This research conducted qualitative method using Development Research methodology, it is used Four D Model.  Case of this research in STT Harapan Medan. The result of this research is the application of digital teaching materials in learning technical English, especially in grammar in civil engineering class. The digital teaching materials for grammar was designed by using SOM application and the exercise was designed by using cartoon story maker. Keywords:  Computer Aided Instruction, Multimedia

  12. English as a Second Language Techniques in Developmental Writing. (United States)

    Boyd, Zohara; Buchanan, Harriette Cuttino


    Offers successful teaching techniques from the English as a Second Language classroom that should be useful in remedial writing instruction. Emphasizes building student self-esteem and leading the student through drills and composition exercises at an individualized pace. (RL)

  13. A comparison of the effects of text-based instruction versus standards-based instruction in the early years

    Directory of Open Access Journals (Sweden)

    Bonnie Grossen


    Full Text Available The purpose of the study was to evaluate the effectiveness of a text-based (TB English structured language development programme and a teacher-designed standards-based (SB English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K and Grade 1 (G1, on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development (SB, and only one of these schools implemented the SB instruction in reading. The results of this study support the efficacy of TB structured language programme as compared to the teacher-designed SB instructional model in all language and reading skills assessed.


    CERN Multimedia


    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 PLACES AVAILABLE Writing Professional Documents in English This course is designed for people with a good level of spoken English who need to improve their professional writing (administrative, scientific, technical). Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) Date and timetable will be fixed when there are sufficient participants enrolled. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their sp...

  15. Editorial - Instructions

    DEFF Research Database (Denmark)

    Kastberg, Peter; Grinsted, Annelise


    Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions.......Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions....

  16. The Computer Integration into the EFL Instruction in Indonesia: An Analysis of Two University Instructors in Integrating Computer Technology into EFL Instruction to Encourage Students' Language Learning Engagement (United States)

    Prihatin, Pius N.


    Computer technology has been popular for teaching English as a foreign language in non-English speaking countries. This case study explored the way language instructors designed and implemented computer-based instruction so that students are engaged in English language learning. This study explored the beliefs, practices and perceptions of…

  17. Rights in Education and Self-Identity: Education and Language of Instruction in Namibia (United States)

    Chavez, Andres


    In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the…

  18. English Downfall (United States)



    In a remix of the infamous Hitler meme--taking a scene from the movie, "Downfall" (2005), and adding subtitles appropriate (in this case) for "Kairos" readers--theamishaugur makes a pointed, humorous (to some) commentary on the status of multimodal composition scholars in English departments during job market season.

  19. English Training

    CERN Multimedia


    General and Professional English Courses The next session will take place: from 03 March to 28 June 2003 (2 weeks break at Easter). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: or contact Mrs. Benz: tel.73127 or Mr. Liptow: tel.72957. Writing Professional Documents in English This course is designed for people with a good level of spoken English. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For registration and further information, please consult our Web pages: or contact Mrs. Tessa Osborne: Tessa.Osborne@cern. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, rol...

  20. English Training

    CERN Multimedia


    General and Professional English Courses The next session will take place: from 03 March to 28 June 2003 (2 weeks break at Easter). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: or contact Mrs. Benz: tel.73127 or Mr. Liptow: tel.72957. Writing Professional Documents in English This course is designed for people with a good level of spoken English. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For registration and further information, please consult our Web pages: or contact Mrs. Tessa Osborne: Tessa.Osborne@cern. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-p...

  1. English Phonetics

    DEFF Research Database (Denmark)

    for phoneticians, phonologists, and other linguists to locate and use, English Phonetics: Twentieth-Century Developments is a veritable treasure-trove. The gathered works are reproduced in facsimile, giving users a strong sense of immediacy to the texts and permitting citation to the original pagination...

  2. English courses

    CERN Document Server

    HR Department


    New courses University of Cambridge ESOL examination course We will be starting two new courses in October leading to the Cambridge First Certificate in English (level B2 of the European Framework) and the Cambridge Advanced English (level C1) examinations. These courses will consist of two semesters of 15 weeks with two two-hourly classes per week. There will be an average of eight students per class. Normally the examination will be taken in June 2011 but strong participants could take it earlier. People wishing to take these courses should enrol:,X_STATUS:4133%2CD and they will then be required to take a placement test to check that their level of English is of an appropriate level. Please note that we need a minimum of seven students enrolled to open a session. For further information please contact Tessa Osborne 72957. General and Professional English Courses The next session will take place: From 4th October 2010 to 5th Feb...

  3. The Use of an Interactive Videodisc and Associated Instructional Materials To Teach Selected Routine and Emergency Phrases in Signed English to the Deaf and Their Hearing Associates. Final Report. (United States)

    Gentry, Cass; And Others

    This final report documents a project which developed and investigated the use of interactive videodisc technology to assist in the instruction of signing with deaf children and their associates (such as parents, teachers, peers). The project first identified words and phrases considered essential for interpersonal communications. A videodisc…

  4. Second-language listening anxiety before and after a 1-yr. intervention in extensive listening compared with standard foreign language instruction. (United States)

    Chang, Anna Ching-Shyang


    Many studies have shown that language anxiety is correlated negatively with language competence. This study tests the hypothesis that second language learners' listening anxiety might be reduced when listening skills improve. Building on previous research showing that extensive reading is as effective and efficient as formal instruction in acquiring English as a foreign language and is even more effective with longer treatment duration, changes in listening anxiety were explored under two different instructional approaches-extensive listening and formal instruction-over a 1-yr. period in a sample of 92 Chinese college students. Listening anxiety and listening comprehension tests were administered to the participants before and after the experiment. Analysis showed that the Extensive Listening group improved more compared to the Formal Instruction group in listening competence, but their mean anxiety score also rose significantly. Factors contributing to the unexpected outcome indicate that the increase in anxiety should be considered facilitative to learning.

  5. Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills (United States)

    He, Chunyan


    With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT) Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of…

  6. English Learning Predictors of Listening and Speaking Self-Efficacy for Adult Second Language Learners (United States)

    Grafals, Zoraida


    The purpose of this study was twofold. First, this study was conducted to compare English communicative competency achievement between two different models of instruction. Adult English language learners (AELLs) participated in either the communicative task-based (CTB) or in a more traditional (MT) language instructional approach. The goal of the…

  7. The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen (United States)

    Pan, Ching-Ying; Wu, Hui-Yi


    This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course,…

  8. Teaching English in Open Admissions Environments of Higher Education: A Context for Contemporary Practice. (United States)

    Canfield, Carole C.; Wilmoth, James Noel

    This paper examines the conflict going on within the community of English instructors concerning the value of instruction in traditional grammer and the past and present effect of certain historical processes and of the forces which shaped those processes on the techniques and methodologies of English instruction. The paper discusses the open and…

  9. Pre-Service Teachers' Experiences Teaching Secondary Mathematics in English-Medium Schools in Tanzania (United States)

    Kasmer, Lisa


    In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in…

  10. User-Centred Design for Chinese-Oriented Spoken English Learning System (United States)

    Yu, Ping; Pan, Yingxin; Li, Chen; Zhang, Zengxiu; Shi, Qin; Chu, Wenpei; Liu, Mingzhuo; Zhu, Zhiting


    Oral production is an important part in English learning. Lack of a language environment with efficient instruction and feedback is a big issue for non-native speakers' English spoken skill improvement. A computer-assisted language learning system can provide many potential benefits to language learners. It allows adequate instructions and instant…

  11. English-language learners’ problem solving in Spanish versus English


    Ambrose, Rebecca; Molina, Marta


    To explore the role of language in English Language Learners (ELLs)´ problem solving, we compare the performance of a group of Latino first graders when working in Spanish and in English on two equivalent sets of story problems. We contrast our results with others from previous studies with bilingual and monolinguals children by focusing on students´ performance in problems with the same semantic structure. This comparison leads us to discuss some factors influencing students´ problem solving...

  12. An Inquiry into the NEST Program in Relation to English Teaching and Learning in Taiwanese Primary Schools (United States)

    Luo, Wen-Hsing


    This study aims to explore the Native English-Speaking Teacher (NEST) Program in relation to teachers' instruction and students' learning of English in primary schools in Taiwan. Inviting native English-speakers to teach English in the school system is not an unusual practice in the Asia-Pacific region. As the practice of including NESTs in the…

  13. Turkish Lecturers' Views on the Place of Mother Tongue in the Teaching of Content Courses through English Medium (United States)

    Karakas, Ali


    One consequence of higher education institutions' efforts to internationalize themselves is the adoption of English medium instruction (EMI) in teaching. This is particularly the case in non-Anglophone countries. Although researchers have extensively canvassed the place of English in English as a foreign language (EFL)/English as a second language…

  14. Medium of Instruction in Asia: Context, Processes and Outcomes (United States)

    Hamid, M. Obaidul; Nguyen, Hoa Thi Mai; Baldauf, Richard B., Jr.


    One major impact of globalisation on education is denoted by the growing trend to use English, the global language, as a medium of instruction (MOI) in emerging polities that are trying to enhance their English-speaking capacities. This article emphasises developing an understanding of MOI from a language policy and planning as well as an…

  15. Using Morphological Awareness Instruction to Improve Written Language Skills (United States)

    Apel, Kenn; Werfel, Krystal


    Purpose: Written English is a morphophonemic language. Researchers have documented that a conscious awareness of the morphological structure of English morphology is predictive of students' written language skills and that morphological awareness instruction leads to improvements in morphological awareness and in other written language…


    Directory of Open Access Journals (Sweden)



    Full Text Available This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1 the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2 their out-of-school English literacy activities played an important role in building their English literacy.

  17. Making out in English (English phrasebook)

    CERN Document Server

    Crownover, Richard


    Making Out in English is a fun, accessible and thorough English phrase book and guide to the English language as it's really spoken. If you are a student, businessman or tourist traveling to the English speaking world and would like to have an authentic and meaningful experience, the key is being able to speak like a local. This friendly and easy-to-use English phrasebook makes this possible. Making Out in English has been revised and redesigned to act as a guide to modern colloquial English for use in everyday informal interactions—giving access to the sort of catchy English expressions that

  18. EFL Reading Instruction: Communicative Task-Based Approach (United States)

    Sidek, Harison Mohd


    The purpose of this study was to examine the overarching framework of EFL (English as a Foreign Language) reading instructional approach reflected in an EFL secondary school curriculum in Malaysia. Based on such analysis, a comparison was made if Communicative Task-Based Language is the overarching instructional approach for the Malaysian EFL…

  19. Optimizing Language Instruction: Matters of Explicitness, Practice, and Cue Learning (United States)

    Stafford, Catherine A.; Bowden, Harriet Wood; Sanz, Cristina


    Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer…

  20. Sheltered Instruction Observation Protocol (SIOP). WWC Intervention Report (United States)

    What Works Clearinghouse, 2009


    The Sheltered Instruction Observation Protocol (SIOP) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to limited-English proficient students. The goal of SIOP is to help teachers integrate academic language development into their lessons, allowing students to learn and practice…

  1. Pronunciation Instruction through Twitter: The Case of Commonly Mispronounced Words (United States)

    Fouz-González, Jonás


    This paper presents the results of a study aimed at exploring the possibilities Twitter offers for pronunciation instruction. It investigates the potential of a Twitter-based approach based on explicit instruction and input enhancement techniques to help English Foreing Language (EFL) learners improve their pronunciation of segmental and…

  2. Educators and learner's perceptions on English first additional ...

    African Journals Online (AJOL)

    This study investigates Educators' and learners' perceptions on English first additional language speakers' use of English as medium of instruction in the East London district. The perceptions are uncovered from the interviews and analysis of the learners' books. The data is analyzed against the background of the ...

  3. Repositioning Ghana Schools as English Language Learner Schools (United States)

    Taylor, Mark


    Although English has traditionally been the only language of instruction in Ghana, most young children do not speak English at home. This paper argues that students' academic performance might be improved if their native languages were also used in school. Such an approach offers benefits in areas such as classroom participation, engagement in…

  4. Thematic Units in Teaching English and the Humanities. Second Supplement. (United States)

    Spann, Sylvia, Ed.; Culp, Mary Beth, Ed.

    The seven units in this second supplement to "Thematic Units" focus on communication skills, offering English teachers contemporary plans for teaching writing, listening, persuasion, and reasoning. The units were selected for their humanistic approaches to student language learning, combining English instruction with topics in the humanities. Each…

  5. Thematic Units in Teaching English and the Humanities. Third Supplement. (United States)

    Spann, Sylvia, Ed.; Culp, Mary Beth, Ed.

    The seven thematic units in this guide focus on communication skills, offering English teachers contemporary plans for teaching writing, listening, reading, reasoning, critical thinking, and appreciation of literary genres. The units were selected for their humanistic approaches to student language learning, combining English instruction with…



    Muhammad Khoirul Fuadi


    Problem-based Learning (PBL) for English language learners paradigm and the instructional strategies accompanying it encourage authentic language learning and information literacy. This research focuses on students‘ skills that simultaneously strengthen language acquisition and content knowledge in the classroom. Problem-based Learning incorporates innovative teaching and learning methodologies that are relevant and meaningful, including strategies to teach English in junior-hi...

  7. La Gramatica Ingles: Libro de Trabajo (English Grammar: Workbook). (United States)

    Rogers, Paul

    This student workbook is designed for native Spanish-speaking learners of English as a second language, and presents instruction in basic English grammatical constructions and usage, as well as some vocabulary development. Lessons include basic descriptions of the constructions and rules in applying them, and a brief exercise reinforcing the…

  8. English for International Trade: China Enters the WTO. (United States)

    Pang, Jixian; Zhou, Xing; Fu, Zheng


    Reports on a survey into the impact of China's entry into the World Trade Organization (WTO) on business professionals and college English instruction. Individuals in business and trading companies from the five cities in Ahejiang province were polled on issues related to the learning and teaching of English with reference to China's entry into…

  9. Multilingualism in the English-Language Classroom: Pedagogical Considerations (United States)

    Cummins, Jim


    This article addresses the issue of whether TESOL should clearly articulate a set of pedagogical principles that challenge the assumption that English language teaching (ELT) should be conducted monolingually through English. This "monolingual principle" emphasizes instructional use of the target language (TL) to the exclusion of students' home…

  10. influence of environment on a child's acquisition of english

    African Journals Online (AJOL)


    Abstract. This paper investigated the influence of environment on the acquisition of English by the Nigerian child. The subjects under study were thirteen bilingual children with a native Nigerian language and English as the medium of instruction. Forty-six teachers and 26 parents form the population of the study. Out of a ...

  11. English Pronunciation Errors: A Case Study of Amhara and Oromia ...

    African Journals Online (AJOL)

    unique firstlady

    The English Language is used as a foreign language in. Ethiopia. Even at that, the teaching of English in schools does not start until grade seven of the education. The language of instruction and communication at all levels is the respective regional language –Amharic in Amhara region and Afan Oromo in Oromia region.

  12. Resisting the Coloniality of English: A Research Review of Strategies (United States)

    Hsu, Funie


    The colonial legacy of English instruction has become especially relevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of…

  13. Acquisition of L2 English Morphology: A Family Case Study (United States)

    Zhang, Yanyin; Widyastuti, Ima


    This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in…

  14. Foreign Language Anxiety in a New English Program in Thailand (United States)

    Tanielian, Adam R.


    Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and…

  15. The Effect of Parental Supportiveness and Gender on English ...

    African Journals Online (AJOL)

    English is a very important language in Nigeria today. It is a unifying language for the federation and also a major language of instruction in Nigerian schools. It is as well the official language of government business and the language of commerce and trade. Most school books and reading materials are written in English, ...

  16. Teaching Standard English Usage: A Dialect-Based Approach. (United States)

    Schierloh, Jane McCabe


    In a Cleveland (Ohio) program, writing instruction for adults who speak nonstandard English is based on respect for students' spoken language as a dialect. Adapting foreign language instructional techniques such as translation, teachers avoided formal grammar terms and used extensive oral practice. (SK)

  17. Opportunity to learn English and mathematics in Ghanaian primary ...

    African Journals Online (AJOL)

    Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... teachers' instructional practices and management of instructional time, and • teachers' preparedness to implement the content standards. These inefficiencies could be attributed to the fact that the ...

  18. Priorities in English Pronunciation Teaching in EFL Classrooms

    Directory of Open Access Journals (Sweden)

    Moedjito Moedjito


    Full Text Available This paper reports the priorities in English pronunciation teaching in Indonesian EFL classrooms focusing on the English varieties, components of pronunciation, and techniques for pronunciation teaching. The results indicated that (1 international English was valued as a more appropriate variety for Indonesian learners, (2 and that while depending on a limited range of rather traditional techniques of pronunciation instruction, Indonesian EFL teachers valued segmental features more than suprasegmental features.

  19. The Over-Production of Freshman English (United States)

    Koon, William


    Argues that the proliferation of teaching methods and materials in recent years has resulted in low quality instruction and concludes that the "over-production" of freshman English will cease when teachers begin to feel that what they "teach is worth the trouble." (RB)

  20. Summer English Courses Abroad versus "at Home" (United States)

    Serrano, Raquel; Tragant, Elsa; Llanes, Àngels


    The purpose of this study is to examine two L2 learning contexts (study abroad versus EFL intensive instruction at home) in terms of language development and learners' characteristics (including students' initial predisposition to learn English and their experience in the programme they enrolled in). Two groups of teenagers were considered: one…

  1. Productive Language Use with IT'S ENGLISH

    NARCIS (Netherlands)

    Kanselaar, G.; Jaspers, J.G.M.; Kok, W.A.M.


    Based on the results of a study in 1989, a new Computer-Assisted Instruction program for foreign language teaching of English has been developed. Main features of this program are the communicative approach, a 70, 000 word dictionary, sound and a syntactic parser.An evaluation study was carried out

  2. ESP: Teaching English for Specific Purposes. (United States)

    Schleppegrell, Mary; Bowman, Brenda

    This manual is a guide to the development of an instructional program in English for Specific Purposes (ESP). Step-by-step procedures for assessing student needs, setting achievable goals, designing a program, and selecting appropriate materials and activities for the classroom are outlined. The four language skills (listening, reading, speaking,…

  3. Angles on the English-Speaking World

    DEFF Research Database (Denmark)

    Volume 9 takes up the questions – national, sociolinguistic, strategic, economic and educational – which arise in relation to the increasing use of English alongside national or vernacular languages, focusing on its use as the language of instruction in Danish Universities. Inevitably, this also ...

  4. Two Problems in the Teaching of English. (United States)

    Suhor, Charles

    English instruction is successful when students learn to express significant ideas clearly in discussions, write with verve and grace, read with insight and enjoyment, and practice these skills beyond the realm of the classroom. This report discusses how to teach grammar and select literature in order to achieve those goals. Research and issues in…

  5. Scaffolding English Language Learners' Reading Performance (United States)

    McKenzie, Lolita D.


    English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local…

  6. English training

    CERN Multimedia


    You have a good level of English BUT... You still need to improve your speaking or You have problems writing professional documents Would you like to work in a small group on either of these areas? Then, the following courses are for you! Writing Professional Documents in English The aim of the course is for students to improve their professional writing. Participants will work on technical, scientific or administrative documents depending on the needs of the group. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) Oral Expression The emphasis will be on oral expression with necessary feed-back. Speaking activities will include discussions, meeting simulations, role-plays etc. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For registration and further information, please consult our Web pages: or contact Mr. Liptow: tel. 72957 / Mrs. Tessa Osborne:

  7. English Training

    CERN Multimedia


    You have a good level of English BUT... You still need to improve your speaking or You have problems writing professional documents Would you like to work in a small group on either of these areas? Then, the following courses are for you! Writing Professional Documents in English The aim of the course is for students to improve their professional writing. Participants will work on technical, scientific or administrative documents depending on the needs of the group. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) Oral Expression The emphasis will be on oral expression with necessary feed-back. Speaking activities will include discussions, meeting simulations, role-plays etc. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For registration and further information, please consult our Web pages: or contact Mr. Liptow: tel. 72957 / Mrs. Tessa Osborne:

  8. English courses

    CERN Multimedia


    Cours d'anglais général et professionnel La prochaine session se déroulera du 4 mars jusqu’au 21 juin 2013. Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour le détail des cours proposés, consultez nos pages web. Oral Expression The next sessions will take place from 4 March to 21 June 2013. This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. More information here. Writing Professional Documents in English - Administrative Writing Professional Documents in English - Technical The next sessions will take place from 4 March to 21 June 2013. These courses are designed for people with a goo...

  9. English course

    CERN Multimedia

    HR Department


    General and Professional English Courses The next sessions will take place: From 3rd October 2011 to beginning of February 2012 (break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: or contact Kerstin Fuhrmeister, tel. 70896. Oral Expression The next sessions will take place from 3rd October 2011 to beginning of February 2012 (break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web pages: or contact Kerstin Fuhrmeister, tel. 70896. Writing Professional Documents in English - Administrative Wr...

  10. Effective Strategies for Developing Academic English: Professional Development and Teacher Practices (United States)

    Bowers, Erica; Fitts, Shanan; Quirk, Mathew; Jung, Woo


    The development of academic English and advanced literacy is crucial for student success, especially for English language learners. In this study, researchers used a survey to investigate which instructional strategies 108 fourth- and fifth-grade teachers learned in professional development and found to be effective for providing English learners…

  11. English Listeners Use Suprasegmental Cues to Lexical Stress Early during Spoken-Word Recognition (United States)

    Jesse, Alexandra; Poellmann, Katja; Kong, Ying-Yee


    Purpose: We used an eye-tracking technique to investigate whether English listeners use suprasegmental information about lexical stress to speed up the recognition of spoken words in English. Method: In a visual world paradigm, 24 young English listeners followed spoken instructions to choose 1 of 4 printed referents on a computer screen (e.g.,…

  12. McKinley's Questionable Bequest: Over 100 years of English in Philippine Education (United States)

    Bernardo, Allan B. I.


    The English language has enjoyed a privileged status in Philippine formal education since US President McKinley declared it the medium of instruction of the Philippine public educational system in 1900. But the pre-eminence of English has been vigorously called to question since then. This paper traces the changing status of English in Philippine…

  13. Metacognitive Strategies to Chinese College English Learners: A Real Gold or Only with a Golden Cover (United States)

    Gao, Li


    With the advent of computer-assisted autonomous learning, English listening has become more challenging to Chinese college English learners. Metacognitive strategies, often adopted in process-based approach emphasizes more on the listening process. This paper discusses the feasibility of metacognitive strategies in English listening instruction in…

  14. Secondary English Language Orientation Project: Ministry of Education, Zanzibar. Final Evaluation Report. (United States)

    Brumfit, Ann; Hikmany, H. R. H.

    This report evaluates Zanzibar's Secondary English Language Orientation Project, whose objective is to produce curriculum-based instructional materials in simple English to cover one academic year in preparation for English-medium secondary education. An associated program of teacher training was also examined. The evaluation investigated the…

  15. NNS Students' Arguments in English: Observations in Formal and Informal Contexts (United States)

    Chandrasegaran, Antonia


    The ability to construct supported arguments in English is important for academic success in educational contexts where English is the language of instruction and student assessment is mediated through the academic essay. Starting from the hypothesis that students schooled in an English-medium education system do engage in friendly argument in…

  16. Learning English as a Foreign Language at Home: The Practices of Taiwanese Mothers and Their Preschoolers (United States)

    Lan, Yi-Chen; Torr, Jane; Degotardi, Sheila


    Researchers have indicated that many children from Asian countries have the experience of learning English prior to school at home or at private institutes. The Taiwanese government promotes informal and play-based teaching of English in the home if the parents would like their young children to learn English prior to formal instruction. This…

  17. The Question of the Standard English Model in the Achievement of ...

    African Journals Online (AJOL)

    English and Kiswahili are the two key languages in Kenya. While Kiswahili is a national language, English is an official language and is actually the medium of instruction in Kenyan schools. The model of English used in Kenyan schools, even at the primary tier is claimed to be the British standard, particularly Received

  18. English Language Assessment in the Colleges of Applied Sciences in Oman: Thematic Document Analysis (United States)

    Al Hajri, Fatma


    Proficiency in English language and how it is measured have become central issues in higher education research as the English language is increasingly used as a medium of instruction and a criterion for admission to education. This study evaluated the English language assessment in the foundation Programme at the Colleges of Applied sciences in…

  19. Improving English Listening Proficiency: The Application of ARCS Learning-Motivational Model (United States)

    Zhang, Jianfeng


    Language learning motivation is one of vital factors which strongly correlates to the success in second language acquisition. Listening proficiency, as one of the basic language abilities, is paid much attention in English instruction, but presently the college English listening teaching is a weak link in English language teaching in China, which…

  20. New Tasks for Teachers of English in Poland in Light of Social, Economic, and Political Changes. (United States)

    Ehrenhalt, Ewa

    The weakness of English and other language instruction in Poland is due largely to the political system after World War II. Political and economic change and gradual recognition of the importance of English have recently increased rapidly. Expanded contact with the West calls for immediate qualitative and quantitative changes in English language…

  1. Preparing English as a Second Language Students for College Level Math (United States)

    Valenzuela, Hector


    In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners…

  2. El cine anglofono en la ensenanza de ingles (Anglophone Films in the Teaching of English). (United States)

    Zoreda, Margaret Lee

    The use of English-language films as tools for teaching English as a Second Language (ESL) at the university level is examined. The perspective in this paper is that both strong communicative skills and cross-cultural understanding are crucial components of ESL instruction, thus authentic English-language films (i.e., those made for the…

  3. Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students (United States)

    Shih, Ru-Chu


    With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public…

  4. Use of written English by students and staff educated in French: A ...

    African Journals Online (AJOL)

    English became the third official language in Rwanda in 1994 besides French and Kinyarwanda to accommodate the returning Rwandan refugees. In 2008, French was dropped, and English became the major medium of instruction (MOI). This study sought to highlight the use of English by Rwandans who were educated in ...

  5. The Effects of Corrective Feedback on Instructed L2 Speech Perception (United States)

    Lee, Andrew H.; Lyster, Roy


    To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF…

  6. Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs: A Case for Systemic Functional Linguistics (United States)

    Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim


    Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…

  7. Facilitating vocabulary acquisition of young English language learners. (United States)

    Lugo-Neris, Mirza J; Jackson, Carla Wood; Goldstein, Howard


    This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

  8. Anguished English

    CERN Document Server

    Lederer, Richard


    Anguished English is the impossibly funny anthology of accidental assaults upon our common language. From bloopers and blunders to Signs of the Times to Mixed-Up Metaphors . . . from Two-Headed Headlines to Mangling Modifiers . . . it's a collection that will leave you roaring with delight and laughter.Help wanteds:Wanted: Unmarried girls to pick fresh fruit and produce at night.Two-Headed Headlines:Grandmother of eight makes hole in one!Doctor testifies in horse suit.Modern-Day Malapropisms:I suffer from a deviant septum.


    Directory of Open Access Journals (Sweden)

    Hazlina Abdullah


    Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill

  10. Attention deployment during memorizing and executing complex instructions. (United States)

    Apel, Jens K; Revie, Gavin F; Cangelosi, Angelo; Ellis, Rob; Goslin, Jeremy; Fischer, Martin H


    We investigated the mental rehearsal of complex action instructions by recording spontaneous eye movements of healthy adults as they looked at objects on a monitor. Participants heard consecutive instructions, each of the form "move [object] to [location]". Instructions were only to be executed after a go signal, by manipulating all objects successively with a mouse. Participants re-inspected previously mentioned objects already while listening to further instructions. This rehearsal behavior broke down after 4 instructions, coincident with participants' instruction span, as determined from subsequent execution accuracy. These results suggest that spontaneous eye movements while listening to instructions predict their successful execution.

  11. Books average previous decade of economic misery. (United States)

    Bentley, R Alexander; Acerbi, Alberto; Ormerod, Paul; Lampos, Vasileios


    For the 20(th) century since the Depression, we find a strong correlation between a 'literary misery index' derived from English language books and a moving average of the previous decade of the annual U.S. economic misery index, which is the sum of inflation and unemployment rates. We find a peak in the goodness of fit at 11 years for the moving average. The fit between the two misery indices holds when using different techniques to measure the literary misery index, and this fit is significantly better than other possible correlations with different emotion indices. To check the robustness of the results, we also analysed books written in German language and obtained very similar correlations with the German economic misery index. The results suggest that millions of books published every year average the authors' shared economic experiences over the past decade.

  12. Teaching in English at Engineering Education in Denmark

    DEFF Research Database (Denmark)

    Gregersen, Anne


    equipped to meet the challenges of teaching in English. This paper presents and discusses experience gained from a pilot project initiated by LearningLab DTU and funded by a national fund, “Competency Development of Teachers who are Teaching in English at Engineering Education in Denmark”. The project...... is a collaboration between LearningLab DTU, The Technical University of Denmark, CUCE, Copenhagen University College of Engineering, and AAU, Aalborg University. The purpose of the project has been to develop a concept for an English course that combines language development skills with teaching methodology......The increasing use of English as language of instruction at Danish universities has become a highly political and ideological issue, and an object of heated debates. However, large parts of Danish higher education have embraced English as the language of instruction as a natural consequence...


    Directory of Open Access Journals (Sweden)

    Erna Iftanti


    Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

  14. Multimedia Listening Comprehension: Metacognitive Instruction or Metacognitive Instruction through Dialogic Interaction (United States)

    Bozorgian, Hossein; Alamdari, Ebrahim Fakhri


    This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners' multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N = 180) male and female Iranian…

  15. A Directory of English Language Teaching Videos. (United States)

    Falsetti, Julie, Comp.

    This third edition of the video directory updates previous editions and alphabetically lists videos, by title. It is designed to assist in the teaching of English or the training of teachers of English. Information included are format, standard, variety, use, target, level, price, duration, quality, support materials included, distributor, year…

  16. English Language Teaching in Malaysia: The Case for a Dual Track English Curriculum [Short Communication (United States)

    Iber, George


    It has been my privilege to work within the ELTC for a period of 10 months, learning about the English language problems and aspirations of the Ministry of Education. While tasked to work directly on a Remedial Instruction Module, it became apparent that the scopes of the initiatives in Malaysia are much more far reaching. In this paper I wish to…

  17. Native-Speaker and English as a Lingua Franca Pronunciation Norms: English Majors' Views (United States)

    Wach, Aleksandra


    Within the communicative approach to English as a foreign language (EFL) teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for…

  18. The New Sphere of International Student Education in Chinese Higher Education: A Focus on English-Medium Degree Programs (United States)

    Kuroda, Chiharu


    This empirical study explores the current features of English-medium instructed master's degree programs for international students (EMIMDPs-ISs) in Chinese higher education. Since the mid-2000s, a significant number of Chinese universities have proactively engaged in establishing English-medium instructed degree programs for international…

  19. Native-speaker and English as a lingua franca pronunciation norms: English majors’ views

    Directory of Open Access Journals (Sweden)

    Aleksandra Wach


    Full Text Available Within the communicative approach to English as a foreign language (EFL teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for accommodating the individual learner and contextual factors which largely influence the choice of the target pronunciation models. Moreover, in a globalized world, where English has become a contemporary lingua franca for intercultural communication, the pronunciation norms of English as a Lingua Franca (ELF appear to meet the needs and expectations of learners of English in international settings, coexisting with or replacing native-speaker pronunciation models as the target of instruction. The ELF approach and the Lingua Franca Core elaborated by Jenkins (2000, 2002 have aroused controversy among both researchers and EFL teachers. The paper presents the findings of a questionnaire study involving 234 Polish students, English majors, which aimed to determine their preferences and opinions concerning native-speaker and ELF norms as pronunciation instruction targets. The findings revealed a strong preference for native-like pronunciation models in the subjects’ own language development and a less strong preference for such models in pronunciation teaching at all levels of proficiency. Moreover, the results pointed to the significant role played by the intensity of pronunciation training and the level of awareness of native-speaker pronunciation models in shaping the subjects’ attitudes toward native-like and ELF pronunciation norms.

  20. Researching in English: Document Study (United States)

    Sawyer, Wayne


    In this article I argue for the defining importance of document study for researchers in curriculum. Two examples of previous analyses are provided, one demonstrating an approach to language analysis of the "Australian Curriculum: English" from the Literature strand, the other a study of the relationship of curricula to each other in…

  1. Tense and Aspect in English

    DEFF Research Database (Denmark)

    Davidsen-Nielsen, Niels


    In the 1990's the author cooperated with Carl Bache on a grammar of English. It turned out that the views they had previously arrived at individually on tense and aspect could be combined by operating with a fused system involving four ordered choices resulting in sixteen tense-aspect forms...

  2. Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-Based Consciousness-Raising Tasks Model (United States)

    Dang, Trang Thi Doan; Nguyen, Huong Thu


    Two approaches to grammar instruction are often discussed in the ESL literature: direct explicit grammar instruction (DEGI) (deduction) and indirect explicit grammar instruction (IEGI) (induction). This study aims to explore the effects of indirect explicit grammar instruction on EFL learners' mastery of English tenses. Ninety-four…

  3. English learners in the mathematics classroom

    CERN Document Server

    Coggins, Debra S (Susan)


    Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes:  Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.

  4. Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. (United States)

    Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K


    This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

  5. English Course

    CERN Multimedia

    HR Department


    Cours d'anglais général et professionnel : La prochaine session se déroulera : du 27 février au 22 juin 2012. Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: Vous pouvez aussi contacter Kerstin Fuhrmeister, tél. 70896. Oral Expression The next sessions will take place from 27 February to 22 June, 2012.  This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web page: or contact Kerstin Fuhrmeister, tel. ...

  6. Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production

    Directory of Open Access Journals (Sweden)

    Rahman Muhammad Asfah


    Full Text Available Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner’s subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students’ writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students’ essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students’ grammatical knowledge for immediate use in written language production.

  7. Learning procedures from interactive natural language instructions (United States)

    Huffman, Scott B.; Laird, John E.


    Despite its ubiquity in human learning, very little work has been done in artificial intelligence on agents that learn from interactive natural language instructions. In this paper, the problem of learning procedures from interactive, situated instruction is examined in which the student is attempting to perform tasks within the instructional domain, and asks for instruction when it is needed. Presented is Instructo-Soar, a system that behaves and learns in response to interactive natural language instructions. Instructo-Soar learns completely new procedures from sequences of instruction, and also learns how to extend its knowledge of previously known procedures to new situations. These learning tasks require both inductive and analytic learning. Instructo-Soar exhibits a multiple execution learning process in which initial learning has a rote, episodic flavor, and later executions allow the initially learned knowledge to be generalized properly.

  8. The indispensable role of the English language in sustainable ...

    African Journals Online (AJOL)

    Previous researches and prevalent issues have revealed that the world has indeed become a global world with a dominate language which is the English language. English has become a unifying factor in multilingual multicultural nations. In Nigeria precisely, the English language occupies a unique position and ...

  9. Japanese Media in English. (United States)

    Tanaka, Sachiko Oda


    Describes the use of English in the media in Japan, focusing on the role and history of English-language newspapers, radio, and television programs, as well as the proliferation of English-language films shown in Japanese cinemas. Discusses the implications of English in the Japanese media. (20 references) (MDM)

  10. The Ownership of English. (United States)

    Widdowson, H. G.


    A plenary address from the 1993 Teachers of English to Speakers of Other Languages (TESOL) Convention discusses the question of how English teachers delimit and design their world. Issues of standard English are raised, and it is noted that, if English serves the communicative and communal needs of different communities, it must be diverse. (One…

  11. English as "Tyrannosaurus Rex." (United States)

    Swales, John M.


    The increasing domination of English as the world's leading medium of international professional communication has begun to impact English for Academic Purposes (EAP) programs, specifically the question of whether English is becoming too successful. The article argues that resistance to the "triumphalism" of English is a responsibility of EAP…

  12. On Observing World English. (United States)

    Urdang, Lawrence


    Reviews the current state of World English. Subjects addressed include standard accents and dialects, prejudicial attitudes toward nonstandard "local" usages, the use of English as the language of diplomacy, American influences on the language, and the fracturing of English in non-English-speaking countries around the world. (17 references) (JL)

  13. Conversational English Program, 1. (United States)

    Instituto de Idiomas Yazigi, Sao Paulo (Brazil). Centro de Linguistica Aplicada.

    This first book of a conversational English program for adults contains an introductory section in Portuguese and exercises in English. The text centers around an English-speaking family from the United States that goes to live in Brazil. It contains color photographs with captions followed by exercises. The exercises are in English and involve…

  14. Conversational English Program, 2. (United States)

    Instituto de Idiomas Yazigi, Sao Paulo (Brazil). Centro de Linguistica Aplicada.

    This second book of a conversational English program for adults contains an introductory section in Portuguese and exercises in English. The text centers around an English-speaking family from the United States that goes to live in Brazil. It contains color photographs with captions followed by exercises. The exercises are in English and involve…

  15. Introducing Business English

    NARCIS (Netherlands)

    Nickerson, C.; Planken, B.C.


    Introducing Business English provides a comprehensive overview of this topic, situating the concepts of Business English and English for Specific Business Purposes within the wider field of English for Special Purposes. This book draws on contemporary teaching and research contexts to demonstrate

  16. The Use of Academic Words in the Analytical Writing of Secondary English Learners and Native English Speakers (United States)

    Cons, Andrea M.


    This study explores the following research question: How do secondary English learners (ELs) and Re-designated fluent English proficient students (RFEPs) use academic words in analytical writing in comparison to native English speakers (NESs)? It highlights previously overlooked differences in academic word use in the writing of students who are…

  17. Reading in L2 (English) and L1 (Persian): An Investigation into Reverse Transfer of Reading Strategies (United States)

    Talebi, Seyed Hassan


    This study investigates the effect of reading strategies instruction in L2 (English) on raising reading strategies awareness and use and reading ability of Iranian EFL learners in L2 (English) and L1 (Persian) as a result of transfer of reading strategies from L2 to L1. To this purpose, 120 students of intermediate and advanced English proficiency…

  18. The Performance of ENFI and Non-ENFI Students on Gallaudet University's English Placement Test, 1989-90. (United States)

    O'Connor, Diane; And Others


    Examination of the impact of English Natural Form Instruction (ENFI) Project activities on deaf students' performance on an English placement test revealed that ENFI students performed better than non-ENFI students in expressive English skills and that ENFI activities seemed to benefit most those students with higher receptive language skills and…

  19. Web English --the future?


    Monaghan, A. I. C.


    Electronic communication, and particularly the World Wide Web, is becoming increasingly indispensable in our daily lives. The vast majority of the information currently exchanged electronically is in English, and it might be assumed that this will promote the use of English. Rarely is the contrary view presented, that the adoption of English as a general-purpose medium for global communication will change the English language and perhaps even lead to the creation of a «Web English» which repl...

  20. [Typical errors in pronouncing medical English terminology made by first and second year students of medicine at the Medical School of Novi Sad University]. (United States)

    Marosan, Zoran; Marković, Vuk


    This paper deals with typical errors on the phonological level made by first and second year medical students at Novi Sad University. It presents the results of a continuous survey conducted over a three-year period of teaching medical English. The aim of this study was to determine the most common pronunciation errors in medical English vocabulary, classify them into distinct types, and propose the teaching methods for overcoming them. The authors first made a list of the most frequent medical words used at this level of study. They introduced them by means of audiovisual methods and conducted continual oral practice throughout the whole course. The recorded common pronunciation errors were classified into five types on account of the phonological and other factors which cause them. The number of words selected in this paper totals to 67. Most of the recorded pronunciation errors are due to the differences between the two phonological systems. The previously acquired knowledge plays an important part as well as the competence level in general English. Other language skills and knowledge of phonological and orthographic rules are important factors as well. A teacher of medical English should adjust his/her teaching methods to the needs of English for Specific Purposes. Medical students should practice pronunciation in class and learn the most important rules of English phonetics; they should also be instructed on how to use computer to improve their pronunciation.

  1. Intercultural awareness and intercultural communication through English: an investigation of Thai English language users in higher education


    Baker, William


    Over the previous few decades there has been an increased emphasis on the cultural aspects of English language teaching. However, in settings where English is used as a global lingua franca the cultural associations of the language are complex and the role culture plays in successful communication has yet to be extensively investigated. To conduct such a study it is necessary to explicate the role and nature of English in global contexts and particularly how English functions as a lingua f...

  2. An investigation of the English Language Needs, Motivations, and Attitudes of Saudi Police Cadets

    Directory of Open Access Journals (Sweden)

    Mohammed Nasser Alhuqbani


    Full Text Available This study investigated the English language needs, motivations and attitudes of a random sample of 223 police cadets studying at King Fahd Security College in Saudi Arabia. The analysis of the questionnaire results showed that only cadets with degrees in humanities received English instructions. The cadets selected speaking and listening as the most important skills and studying English for security purposes. As regards their motivations, the significant correlation between almost all the instrumental and integrative variables provided evidence to the integration of the two types of motivations which substantiates the importance of both types in English learning.  Statements describing negative attitudes toward the English culture did not statistically correlate with the other statements that constitute the cadets’ positive attitudes toward English learning, which confirmed their positive attitudes toward both English learning and its culture. The significant correlations between the cadets’ English perceived needs and their instrumental motivations supported the argument that ESP learners study English for utilitarian purposes.

  3. Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information (United States)

    Soruç, Adem; Qin, Jingjing; Kim, YouJin


    This article reports on a study that investigated whether processing instruction(PI) or production-based instruction (PBI) is more effective for the teaching of regular past simple verb forms in English. In addition, this study examined whether explicit grammatical information (EI) mediates the effectiveness of PI or PBI. A total of 194 Turkish…

  4. The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-school Children

    Directory of Open Access Journals (Sweden)

    Fatma KİMSESİZ


    Full Text Available English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL. For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction and control groups (traditional instruction equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1 PBL was rarely adopted in EFL classes in Turkey, (2 PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3 young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.

  5. Heading towards internet enhanced ESP instruction

    Directory of Open Access Journals (Sweden)

    Radovanović Aleksandra M.


    Full Text Available The current study inquires into the Internet affordances and utility and focuses on its effective integration into English for Specific Purposes instruction at the Faculty of Hotel Management and Tourism. As no technological tool can of itself bring any improvements in learning, prior to its inclusion, the specific instruction context is to be investigated in order to make informed decisions in line with students' needs and interests and curricula objectives. For this reason, a survey on students' perceptions and attitudes was carried out. The findings enabled identifying the instructional aspects to be enhanced by the Internet and pointing out suggestions and remedial aspects. In general, the findings support the idea that the Internet maximum benefits can only be achieved through promoting two types of EFL language learning: overt and covert learning. Also, the overall integrative pedagogical approach is advocated.

  6. A Collaborative improvement model of supervision developed for the Bilkent University School of English Language


    Başaran, Oya


    Ankara : The Faculty of Letters and the Institute of Economics and Social Sciences of Bilkent University, 1990. Thesis (Master's) -- Bilkent University, 1990. Includes bibliographical references leaves 66-68. All English as a Foreign Language (EEL) teachers, regardless of being native or non-native speakers of English, can benefit from instructional supervision to improve theii* instructional planning, their teaching performance and their means of assessing student lea...

  7. Türkiye-Fransa İlköğretim Eğitim Sistemlerinin ve İngilizce Ders Programlarının Karşılaştırılması A Comparison Of Primary Education Systems And English Instruction Program In Turkey And France

    Directory of Open Access Journals (Sweden)

    Senem Seda ŞAHENK ERKAN


    Full Text Available Compulsory education in Turkey is limited to grades 1st-12th grades of the primary and secondary levels, while it takes 10 years including grades 1st-5th of the primary school, grades 6th-9th of the secondary school, and the 1st grade of high school in France. English teaching starts in the 2nd grade (weekly hours: 2 hours in primary schools in Turkey, whereas English is taught for 5 years (1st -2nd:foreign language + art and history of art+ discovery of world proportionsvaried in schools (3th-5th: foreign language + science/technology +humanistic culture: 11 hours proportions varied in schools within theprimary school education in France. While primary education continues4 years in Turkey, it takes 5 years in France. In this regard, generalcharacteristics of the education systems and English instructionprograms in Turkey and primary schools system and Englishinstruction program in primary level in France are comparativelyanalyzed. The problem statement of this study can be expressed as‘what are the similarities and differences between education systemsand English instruction programs in Turkey and France?’ Litteraturemethod was used in this study. Finally this article will give commonsubjects of English instruction program in primary level in Turkey andFrance. Beside it will enumerate the different subjects of Englishinstruction program in primary level in Turkey and France. Türkiye’de zorunlu eğitim süresi ilkokul ve ortaöğretim kademelerini yani 1.-12. sınıfları kapsarken, Fransa’da ise bu süre 10 yıl olup, ilkokul (1-5. sınıf, ortaokul (6.-9. sınıf ve lise’nin 1. sınıfı dahildir. Türkiye’de ilköğretim kademesinde 2. sınıftan itibaren (haftalık ders saati: 2 İngilizce dersi okutulurken, Fransa’da ise ilkokul düzeyinde 5 yıl boyunca İngilizce dersi okutulmaktadır. Türkiye’de ilkokul kademesi 4 yıl iken, Fransa’da ilkokul basamağı 5 yıl sürmektedir. Türkiye’de ilkokul 2-4. sınıflarda ve

  8. English L2 reading getting to the bottom

    CERN Document Server

    Birch, Barbara M


    English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. The text's pedagogical features- Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections- engage readers o

  9. A National Strategy in Achieving English Communicative Ability: Globalisation Perspectives

    Directory of Open Access Journals (Sweden)

    Nuril Huda


    Full Text Available The vital role of English as an instrument to speed up national development justifies substantial efforts to improve the instruction. Learners of English in Indonesia suffer from difficulties since the language environment does not support them. Compensating tha lack of environment does not support them. Compensating the lack of environmental support with good quality of English instrustion in the primary and secondary schools would need a huge budget that the Government could not afford. Therefore, the target of the efforts should be limited to a smaller but more prospective population: university students

  10. English title

    Directory of Open Access Journals (Sweden)

    Francisco Quiles Torres


    Full Text Available Due to the limited time protection that a patent provides a new pharmaceutical product in the market, organizations need to be agile in launching them to maximize their return on investment and need qualified project managers to accomplish it. Competency models have been developed in the United States, which describes the required soft and hard skills that a manager must have in order to be successful in the execution of general as well as strategic projects, but is unknown if they would apply to the management of projects at the pharmaceutical industry in Puerto Rico. This research presents the competency model develop by Rodríguez (2005 and evaluates its applicability in determining the competences needed to manage projects in the pharmaceutical industry sector in Puerto Rico. Results demonstrate that the model has applicability in Puerto Rico, but the relative importance of every competency varied versus the results on the previous study, which indicates that the importance of the competencies may vary depending on the environment.

  11. English in Vietnam. (United States)

    Denham, P. A.


    The growing use of English in Vietnam is reviewed, along with the nation's linguistic history that exemplifies the close relationship between language and politics. The English curriculum in Vietnamese schools is described, and the future role of Outer Circle countries in English language teaching is considered. (19 references) (Author/LB)

  12. Moodling English Language Education (United States)

    Coskun, Abdullah; Arslan, Abdullah


    This paper aims to emphasize the importance of using Moodle in foreign language learning and teaching by reviewing relevant literature and introducing a Moodle-based environment aiming to help English learners to practice their English by themselves. Firstly, the use of Moodle in education and more specifically in English Language Teaching is…

  13. English in Fiji. (United States)

    Siegel, Jeff


    Traces the history of English in Fiji, especially in relation to education. The role of English in interethnic communication and as a language of wider communication with the outside world is discussed, and features of Fiji English, a local language variety, are described. (Author/CB)

  14. Noch Einmal:American English - British English (Once More: American English -- British English). (United States)

    Botts, M.


    Replies critically to the article by D. K. Stevenson and R. J. Brunt, "Living English: Seeing the Forest in Spite of the Trees -- On Differences between American English and British English," in this journal, issue 1979/2. A reply by Stevenson and Brunt continues the controversy. (IFS/WGA)

  15. Sentential Negation in English (United States)

    Mowarin, Macaulay


    This paper undertakes a detailed analysis of sentential negation in the English language with Chomsky's Government-Binding theory of Transformational Grammar as theoretical model. It distinguishes between constituent and sentential negation in English. The essay identifies the exact position of Negation phrase in an English clause structure. It…

  16. English Language Teaching in Indonesia. (United States)

    Musthafa, Bachrudin


    Discusses the education system in Indonesia, the development of a national English syllabus, English in elementary and secondary schools and in higher education, private sector English courses, teacher preparation and professional development, and expatriate English teachers. (Author/VWL)

  17. Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL (United States)

    Galvis, Héctor Alejandro


    This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

  18. The Grammar of History: Enhancing Content-Based Instruction through a Functional Focus on Language (United States)

    Schleppegrell, Mary J.; Achugar, Mariana; Oteiza, Teresa


    In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the…

  19. Effects of Bilingual Tact Instruction for a Child with Communication Disorder (United States)

    León, Alberto L.; Rosales, Rocío


    We evaluated the effects of tact training when instruction was presented in English only compared to tact training in a bilingual format (in English and the home language, Portuguese) for a participant diagnosed with a communication disorder. The participant's parents completed a questionnaire describing his exposure to both languages prior to the…

  20. The Instructional Capacitor (United States)

    Walton, Elizabeth


    Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the…

  1. English exposed common mistakes made by Chinese speakers

    CERN Document Server

    Hart, Steve


    Having analysed the most common English errors made in over 600 academic papers written by Chinese undergraduates, postgraduates, and researchers, Steve Hart has written an essential, practical guide specifically for the native Chinese speaker on how to write good academic English. English Exposed: Common Mistakes Made by Chinese Speakers is divided into three main sections. The first section examines errors made with verbs, nouns, prepositions, and other grammatical classes of words. The second section focuses on problems of word choice. In addition to helping the reader find the right word, it provides instruction for selecting the right style too. The third section covers a variety of other areas essential for the academic writer, such as using punctuation, adding appropriate references, referring to tables and figures, and selecting among various English date and time phrases. Using English Exposed will allow a writer to produce material where content and ideas-not language mistakes-speak the loudest.

  2. Mainstream Teachers of English Learners in the Southeast: A Multiple Case Study Analysis of Scaffolding Practices (United States)

    Kiefer, Sonya Maldonado


    English learners are one of the fasting growing populations of students in the United States, particularly in the Southeast. Little is known about how teachers in this region support the instructional needs of English learners in a mainstream classroom, despite reports that they receive limited preparation and professional development to meet the…

  3. The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs (United States)

    Hickey, Pamela J.; Lewis, Tarie


    The Common Core Learning Standards set forth learning goals for all students, including English learners, but this document does not provide information on effective literacy instruction for English learners or unpack the specific resources and challenges that bilingual students bring to the classroom. Language Standard 4 addresses morphological…

  4. Reading in English and in Chinese: Case Study of Retrospective Miscue Analysis with Two Adult ELLS (United States)

    Wang, Yang; Gilles, Carol J.


    Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read…

  5. Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis (United States)

    Ying, Zhang


    English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students' writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions…

  6. Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation (United States)

    Oommen, Abraham


    The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective…

  7. English Is Not "All" That Matters in the Education of Secondary Multilingual Learners and Their Teachers (United States)

    Mitchell, Kara


    Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-"all"-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction,…

  8. Lab Reports: A Concise Guide for Non-Native English Speakers (United States)

    Soundranayagam, Luxshmi


    College students in the non-English-speaking world have to overcome formidable barriers in reading and writing when their medium of instruction is English. One particular problem faced by science majors is the writing of lab reports, a demanding task that might not be effectively supported by the standard guides and manuals available. This paper…

  9. Supporting English Language Learners in Math Class, Grades 6-8 (United States)

    Melanese, Kathy; Chung, Luz; Forbes, Cheryl


    This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

  10. Teaching English as a "Second Language" in Kenya and the United States: Convergences and Divergences (United States)

    Roy-Campbell, Zaline M.


    English is spoken in five countries as the native language and in numerous other countries as an official language and the language of instruction. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all domains of life of that country. In many…

  11. Moving beyond "Second" and "Foreign": An Examination of the Discursive Construction of Teaching English and Spanish (United States)

    Houser, Nicole M.


    This dissertation explores how teaching Spanish and English as second languages in the United States has been traditionally defined, the common assumptions that are held about each context, and the influence these assumptions have on instructional practices and student learning. In order to explore how teaching English and Spanish is constructed…

  12. Setting the Foundation for Working with English Language Learners in the Secondary Classroom (United States)

    Berg, Helen; Petron, Mary; Greybeck, Barbara


    In many schools, an increasing number of students are learning English as their second language. Secondary teachers are faced with the challenge of teaching English Language Learners (ELLs) with little or no training. This article highlights ideas and strategies that teachers can incorporate to make their instruction more effective in meeting the…

  13. Relationship between "Form" and "Content" in Science Writing among English Language Learners (United States)

    Lee, Okhee; Penfield, Randall D.; Buxton, Cory A.


    Background/Context: While different instructional approaches have been proposed to integrate academic content and English proficiency for English language learning (ELL) students, studies examining the magnitude of the relationship are non-existent. This study examined the relationship between the "form" (i.e., conventions, organization, and…

  14. The Teaching of English in Public Primary Schools in Mexico: More Heat than Light? (United States)

    Ramírez-Romero, José Luis; Sayer, Peter


    The national English program in Mexico was formally launched in 2009. The new program supplanted various state programs, and aimed to create a coherent, uniform curriculum that extended English instruction to all public school students across the country. The article describes the development, evolution, and changes as the program was piloted and…

  15. A Case Study of Bilingual Student-Teachers' Classroom English: Applying the Education-Linguistic Model (United States)

    Han, Jinghe; Yao, Jun


    This paper explores the practicum experience of a group of bilingual student-teachers who taught Chinese using English to learners of Chinese as a foreign language (CFL) in Western Sydney schools. Specifically it explores how these student-teachers used English as the instructional language in class and what strengths and weaknesses they…

  16. Keyword Mnemonic Strategy: A Study of SAT Vocabulary in High School English (United States)

    DeWitt, Kristina Callihan


    The purpose for this research study was to introduce and develop supplementary English material for SAT vocabulary instruction by providing memory-enhancing strategies for students with and without disabilities. Five inclusive English classrooms were assigned treatments in a within-subjects crossover design where all students received both…

  17. A Writing Collaborative: Shaping Secondary English Teachers' Identities as Writers within a Community of Practice (United States)

    Ormond, Allison Huffman


    Important to issues of writing instruction are the ways in which teachers, specifically those who teach in the discipline of language arts and English, understand and see themselves as writers. The purpose of this qualitative study was to explore how secondary English teachers positioned themselves and were positioned by others as writers through…

  18. Shifting Attention Back to Students within the Sheltered Instruction Observation Protocol (United States)

    Daniel, Shannon M.; Conlin, Luke


    The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning…

  19. Teaching How to Write Instructional Objectives to Pre-Service Language Teachers through the ABCD Model (United States)

    Kiliçkaya, Ferit


    This paper presents the use of the ABCD model as a way to train teachers of English to write clear and specific objectives. It is stated here that most of the instructional objectives written by pre-service teachers are inadequately formulated. With this in mind, pre-service teachers (n = 46) were trained in writing instructional objectives…

  20. Motivation and Persistence of Learning among L2 Learners in Self-Instruction (United States)

    Takahashi, Chika


    This study examined the relationship between learners' motivation to learn a second language (L2) and persistence in their learning using self-instructional radio (SIR) materials with a sample of Japanese high school students learning English. L2 self-instruction remains under-researched, in spite of the importance of out-of-class learning…

  1. A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking (United States)

    Koehler, Natalya A.; Thompson, Ann D.; Phye, Gary D.


    This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was…

  2. Computer-Assisted Instruction: A Case Study of Two Charter Schools (United States)

    Keengwe, Jared; Hussein, Farhan


    The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…

  3. Integrated Reading and Writing: A Case of Korean English Language Learners (United States)

    Cho, Hyonsuk; Brutt-Griffler, Janina


    This study reports Korean English language learners' perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher's challenges faced during the instruction. A total of 93 students in a…

  4. Examining English Language Teachers' TPACK in Oral Communication Skills Teaching (United States)

    Debbagh, Mohammed; Jones, W. Monty


    This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their rationales for incorporating technology into their instructional practices in teaching oral communication…

  5. Improving English Language Learners' Idiomatic Competence: Does Mode of Teaching Play a Role? (United States)

    Khonbi, Zainab Abolfazli; Sadeghi, Karim


    Idioms feature prominently in daily communication. Accordingly, teaching and learning idioms should be a primary concern in language education, including English education. However, there is relatively little research on the role of formal instruction of idioms in developing idiomatic competence. This study investigated the instructional effects…

  6. English Language Learners: Experiences of Teachers of Students with Visual Impairments Who Work with This Population (United States)

    Topor, Irene; Rosenblum, L. Penny


    Introduction: This article presents a study that gathered data from 66 teachers of students with visual impairments about their preparation to work with children who are visually impaired and are learning English, and their knowledge of instructional strategies and methods of instruction. Methods: An online five-part survey was available to…

  7. Corpus-Aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners (United States)

    Chen, Lidan


    This study reports an empirical study of an explicit instruction of corpus-aided Business English collocations and verifies its effectiveness in improving learners' collocation awareness and learner autonomy, as a result of which is significant improvement of learners' collocation competence. An eight-week instruction in keywords' collocations,…

  8. Chronicles of the English Language in Pakistan : A discourse analysis of milestones in the language policy of Pakistan


    Amir, Alia


    In this thesis, I will be investigating educational policies with a focus on English as a medium of instruction. The medium of instruction in Pakistan varies with respect to each province and the social status of the school. Consequently, English is not taught only as a foreign language but is a medium for upward mobility. I will be investigating the chronicles of English as a medium of instruction in Pakistan both before and after the partition (1947) of British India. I have selected three ...

  9. English Language Teaching Profile: Poland. (United States)

    British Council, London (England). English-Teaching Information Centre.

    A profile of English language teaching in Poland is provided in outline form. The following topics are dealt with: the role of English in the country, teaching hours per week in English at each educational level, English language versus English literature, public examinations, syllabuses and textbooks, specialized English programs, adult English…

  10. Teacher of primary English

    CERN Multimedia


    Part-time teacher of primary English needed for September 2003 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply see English National Programme, Lycée International, Ferney-Voltaire (


    CERN Multimedia


    Part-time teacher of primary English needed for September 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: or 04 50 40 82 66. Apply as soon as possible, and in any case before 8 July. English National Programme, Lycée International, Ferney-Voltaire.

  12. An investigation of the English Language Needs, Motivations, and Attitudes of Saudi Police Cadets


    Mohammed Nasser Alhuqbani


    This study investigated the English language needs, motivations and attitudes of a random sample of 223 police cadets studying at King Fahd Security College in Saudi Arabia. The analysis of the questionnaire results showed that only cadets with degrees in humanities received English instructions. The cadets selected speaking and listening as the most important skills and studying English for security purposes. As regards their motivations, the significant correlation between almost all the in...

  13. Integrating Multimodal Arguments into High School Writing Instruction (United States)

    Howell, Emily; Butler, Tracy; Reinking, David


    We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students' argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and…

  14. Explaining Variation in Instructional Time: An Application of Quantile Regression (United States)

    Corey, Douglas Lyman; Phelps, Geoffrey; Ball, Deborah Loewenberg; Demonte, Jenny; Harrison, Delena


    This research is conducted in the context of a large-scale study of three nationally disseminated comprehensive school reform projects (CSRs) and examines how school- and classroom-level factors contribute to variation in instructional time in English language arts and mathematics. When using mean-based OLS regression techniques such as…

  15. Lexical Coverage of TED Talks: Implications for Vocabulary Instruction (United States)

    Nurmukhamedov, Ulugbek


    Teachers of English are often in search of authentic audio and video materials that promote learners' listening comprehension and vocabulary development. TED Talks, a set of freely available web presentations, could be a useful resource to promote vocabulary instruction. The present replication study examines the lexical coverage of TED Talks by…

  16. In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction (United States)

    Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena


    As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…

  17. Effects of Instructions on Theme Grading: Grammatical vs. Holistic (United States)

    Follman, John; And Others


    Twelve college seniors in an English methods course were assigned to three treatment groups, Grammatical, Holistic, and Both. Each group received different instructions but graded the same 10 themes. Themes graded for grammatical errors received lower grades than the same themes graded holistically. (NH)

  18. The Effect of Vocabulary on Introductory Microbiology Instruction (United States)

    Richter, Emily


    This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and…

  19. Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms (United States)

    Lai, Ying-Chun


    In the current study, explicit vocabulary learning strategy instruction was integrated into an EFL curriculum to investigate its effects on learners' vocabulary acquisition. A total of 180 EFL learners enrolled in the freshmen English program at a university in Taiwan participated in the study. The participants were guided to explore and practice…

  20. Cognitive Skills-Based Instruction and Assessment Project. Final Report. (United States)

    Solorzano, Ronald W.

    This document contains the final report of a study conducted to test the feasibility of developing and implementing instructional modules--for adults in Adult Basic Education and English as a Second Language--based on information about text processing demands and task difficulty gleaned from past national adult literacy surveys. Another objective…