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Investigating the Enactment of Core Teaching Practices for Multilingual Learners Across Teaching Contexts: A Case Study
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In: Journal of Multilingual Education Research (2021)
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| 22 |
Normativität in praxeologischer Professionsforschung: Entwurf einer fremdsprachendidaktisch-normativen Perspektive am Beispiel von Mentoringgesprächen über Englischunterricht
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 123-138 (2021)
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Teaching English as a foreign language: a case study from Poland
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In: Society Register ; 4 ; 167-182 (2021)
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Use of Coronavirus Infection Neologisms in Teaching English to Students of the Pedagogical Institute
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Decolonizing Teaching in Online English for Academic Purpose Environments
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Camera Roll, Action! Non-specialist Undergraduate English Learners’ Perceptions of Using Video Production in Learning English
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In: Journal of University Teaching & Learning Practice (2021)
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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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Socioeconomic status and university students’ perceptions of English as a professional language
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Interpersonal Practices in Individualized Voice Teaching: A Mixed-Method Study of Pedagogical Similarities and Differences between Teachers of Singing and Speech-Language Pathologists
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In: Student Research, Creative Activity, and Performance - School of Music (2021)
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DEVELOPING SPEAKING SECTION OF BUSINESS ENGLISH MATERIALS TO TEACH CULTURE IN INTEGRATED WAY
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 1, Pp 162-176 (2021) (2021)
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Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos, Vol 31, Pp 487-510 (2021) (2021)
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AN ANALYSIS OF LEARNER LANGUAGE IN INDONESIAN-ENGLISH TRANSLATION OF ENGLISH EDUCATIONAL STUDY PROGRAM STUDENTS OF UNIVERSITAS NAHDLATUL ULAMA LAMPUNG
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 11, Iss 1, Pp 111-139 (2021) (2021)
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| 35 |
Expanding teacher candidate linguistic knowledge: Analyzing recorded virtual exchange sessions
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Abstract:
[EN] Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students’ language development. This article reports on TESOL teacher candidates’ reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher candidates completed journal entries in which they analyzed authentic language produced by their EFL partners during their virtual meetings. Teacher candidates were taking a course that covered topics related to pragmatics, semantics, morphology, phonology and syntax. Each teacher candidate submitted a final error analysis of recorded conversations to determine how many linguistic errors were made by their partners. This study describes the errors the teacher candidates were able to identify in order to explore the benefits of this reflective activity on their understanding of linguistics. This study confirms the need to utilize virtual exchange in teacher preparation programs and subsequent self-reflection in order to give teacher candidates a way to put linguistic content area into practice. ; Hilliker, SM.; Lenkaitis, CA.; Ramirez, A. (2021). Expanding teacher candidate linguistic knowledge: Analyzing recorded virtual exchange sessions. The EuroCALL Review. 29(1):19-26. https://doi.org/10.4995/eurocall.2021.13241 ; OJS ; 19 ; 26 ; 29 ; 1 ; Bohinski, C. A., & Leventhal, Y. (2015). Rethinking the ICC framework: Transformation and telecollaboration. Foreign Language Annals, 48(3), 521-534. https://doi.org/10.1111/flan.12149. ; Ellis, E. (2003). Bilingualism among teachers of ESL. A study of second language learning experience as a contributor to the professional knowledge and beliefs of teachers of ESL to adults (Unpublished doctoral dissertation). Brisbane, Griffith University. ; Ellis, E.M. (2004). The invisible multilingual teacher: The contribution of language background to Australian ESL teachers' professional knowledge and beliefs. International Journal of Multilingualism, 1(2), 90-108. https://doi.org/10.1080/14790710408668181 ; Erasmus (2019). What is Virtual Exchange? Retrieved from https://evolve-erasmus.eu/about-evolve/what-is-virtual-exchange/ ; Hawkins, E. (1999). Foreign language study and language awareness. Language Awareness, 8(3&4), 124-142. https://doi.org/10.1080/09658419908667124 ; Hilliker, S. M., Lenkaitis, C. A., & Bouhafa, Y. (2020). The role of intercultural virtual exchanges in developing pragmatic awareness. In C-C. Lin & C. Zaccarini (Eds.). Internationalization in Action: Leveraging Diversity and Inclusion in Globalized Classrooms. Bern, Switzerland: Peter Lang. ; Hsu, L. (2016). Examining EFL teachers' technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297. https://doi.org/10.1080/09588221.2016.1278024 ; Ito, K. & Hilliker, S. (2018). Supporting University International Students Through Supportive ESL Instruction and Corrective Feedback. In B. Blummer, J. Kenton, and M. Wiatrowski (Eds). Promoting Ethnic Diversity and Multiculturalism in Higher Education (pp. 40-58). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-4097-7.ch003 ; Lenkaitis, C. A. (2019). Rethinking virtual exchange: Partnering EFL learners with TESOL teacher candidates. NYS TESOL Journal, Special Issue on the Role of SLA in Teaching and Learning, 6(2), 3-15. http://journal.nystesol.org ; Lenkaitis, C. A. (2020). Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103041 ; Lenkaitis, C. A., & Hilliker, S. (2019). Building a community of practice: Authentic practice through games. In C. A. Lenkaitis & S. M. Hilliker (Eds.), Engaging teacher candidates and language learners with authentic practice (p. 1-14). IGI Global. https://doi.org/10.4018/978-1-5225-8543-5.ch001 ; Lenkaitis, C. A., Calo, S., & Venegas Escobar, S. (2019). Exploring the intersection of language and culture via telecollaboration: Utilizing Zoom for intercultural competence development. International Multilingual Research Journal, 13(2), 102-115. https://doi.org/10.1080/19313152.2019.1570772 ; Lenkaitis, C. A., Loranc-Paszylk, B., & Hilliker, S. (2019). Global awareness and global identity development among foreign language learners: The impact of virtual exchanges. MEXTESOL Journal, 43(4), 1-11. http://mextesol.net/journal/ ; Loranc‐Paszylk, B, Hilliker, S.M, Lenkaitis, C.A. (2021). Virtual exchanges in language teacher education: Facilitating reflection on teaching practice through the use of video. TESOL J. https://doi.org/10.1002/tesj.580 ; Lucas, T., & Villegas, A. M. (2010). The missing piece in teacher education: The preparation of linguistically responsive teachers. National Society for the Study of Education, 109(2), 297-318. Retrieved from https://www.researchgate.net/profile/T_Lucas2/publication/292697945_The_missing_piece_in_teacher_education_The_preparation_of_linguistically_responsive_teachers/links/57444c7008aea45ee84f157b/The-missing-piece-in-teacher-education-The-preparation-of-linguistically-responsive-teachers.pdf ; O'Dowd, R. (2017). Exploring the impact of telecollaboration in initial teacher education: The EVALUATE project. The EuroCALL Review, 25(2), 38-41. Retrieved from https://polipapers.upv.es/index.php/eurocall/article/view/7636/9679 ; Shulman, L.S. (1981). Disciplines of inquiry in education: An overview. Educational Researcher, 10(6), 5-12, 23. Retrieved from https://journals.sagepub.com/doi/pdf/10.3102/0013189X010006005 ; Shulman, L. S. (2013). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-31. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/002205741319300302 ; Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds)., Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House. ; TESOL International Association (2018). Standards for initial TESOL Pre-K-12 teacher preparation programs. Retrieved from https://www.tesol.org/advance-the-field/standards/tesol-caep-standards-for-p-12-teacher-education-programs ; Thirunarayanan, M. O. & Coccaro-Pons, J. (2016). A global information exchange (GIE) project in a graduate course. TechTrends, 60(3), 289-298. https://doi.org/10.1007/s11528-016-0051-6
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Keyword:
English as a Foreign Language (EFL); English language linguistics; Teacher candidates; Teaching English to Speakers of Other Languages (TESOL); Virtual exchange
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URL: http://hdl.handle.net/10251/165369
https://doi.org/10.4995/eurocall.2021.13241
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| 36 |
REMARKS ON TEACHING PREPOSITIONS IN ESP COURSES / REMARQUES SUR L'ENSEIGNEMENT DES PREPOSITIONS DANS LES COURS D'ANGLAIS LANGUE ÉTRANGÈRE
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In: Studii si Cercetari Filologice: Seria Limbi Straine Aplicate, Vol 20, Pp 102-106 (2021) (2021)
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| 39 |
Self-corrections by clause type : what these corrections may reveal about L2 cognitive resources
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| 40 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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