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Book Review of, Handbook of Arabic Literacy: Insights and Perspectives
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In: Applied Linguistics Faculty Publications and Presentations (2017)
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"We Communicated That Way for a Reason": Language Practices and Language Ideologies Among Hearing Adults Whose Parents Are Deaf
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"We Communicated That Way for a Reason": Language Practices and Language Ideologies Among Hearing Adults Whose Parents Are Deaf
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Bourdieu’s linguistic market and the spread of French in protectorate Morocco
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Gendering French in Tunisia: language ideologies and nationalism
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In: Applied Linguistics Faculty Publications and Presentations (2011)
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Repetition as linguistic and social strategy in Hindi-English bilingual discourse
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Those who entered through the back door : characterizing adult ESL teachers and their knowledge
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Abstract:
text ; Elucidating the knowledge base of those who teach adult learners in ESL (English as a Second Language) programs, this research is a qualitative study incorporating multiple data collection techniques and involving practitioners with various backgrounds from different program settings. Although educational opportunities targeting adult ESL students play an essential role in equal and extensive participation in society and academia, the status of teachers who assist these learners achieve their goals is rather marginalized, often because the students themselves are marginalized and ESL teaching is considered an undertaking that does not require special preparation. One way to enhance the professionalization of those involved in ESL is through an explication that the task of providing instruction to ESL learners is indeed an endeavor filled with complexity and requiring a strong knowledge base. This study was an attempt to contribute to this effort in fostering such professional recognition. Data were collected via a series of focused interviews, consecutive classroom observations, and a stimulated recall procedure with each of 10 teacher participants. Analysis of the data revealed that ESL teachers possessed an intricate knowledge base with multiple categories of knowledge that they called upon to deliver instruction effectively and efficiently, particularly through the management of student responses and the management of learning. The interconnection among the seemingly discrete knowledge categories further highlighted the complexity and difficulty involved in the provision of instruction to adult ESL learners. By comparing the teacher participants’ instructional effectiveness and various backgrounds, the study also illuminated the impact of ESL teachers’ professional preparation and language learning experience. Implications derived from the findings are offered for theorists and researchers, and for practitioners and administrators of programs that serve adult ESL learners. ; Foreign Language Education
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Keyword:
Adult learners; English as a Second Language; Qualitative research; Teacher knowledge
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URL: http://hdl.handle.net/2152/ETD-UT-2010-05-1316
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Sign and speech in family interaction : language choices of deaf parents and their hearing children
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Chinese nationals among "overseas Chinese" in Singapore: the sociolinguistic authenication of mainland Chinese identities ; Sociolinguistic authenication of mainland Chinese identities
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Socio-psychological factors in the attainment of L2 native-like accent of Kurdish origin young people learning Turkish in Turkey
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The meaning of mocking : stylizations of Asians and preps at a U.S. high school
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Crossing boundaries : Arabic diglossia in three of Salwa Bakr's short stories
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