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Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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| 2 |
Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and their American Peers Regarding Gossip
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In: Journal of Multilingual Education Research (2021)
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| 3 |
Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
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In: Senior Honors Theses (2020)
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| 5 |
An Interventionist Approach to Language Study Abroad: Exploring Metalinguistic Awareness in the Acquisition of Spanish through Digital Portfolio Documentation and Expert Mentorship
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In: Electronic Thesis and Dissertation Repository (2018)
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| 6 |
Monolingual or Bilingual Approach: The Effectiveness of Teaching Methods in Second Language Classroom
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In: Purdue Linguistics, Literature, and Second Language Studies Conference (2017)
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Abstract:
Previous studies (Slavin & Cheung, 2005; Purkarthofer & Mossakowski, 2011) have argued that bilingual instruction provides an advantage over English-only instruction in second language (SL) learning and English learners in bilingual condition feel more satisfied with the teaching method. However, there is a discrepancy between language policy and practice. This study investigates which method of the two (bilingual vs. monolingual instruction) is more effective and satisfying ELL students. Experimental research focused on the perspectives of future educators was conducted to answer this question. The participants were selected from graduate and undergraduate students who are enrolled in the college of education at a large public university. The purpose of selecting participants from students majoring in education was for them, as future educators, to experience the different methods of second language instruction and to investigate their opinions about these two teaching methods. The participants were randomly assigned into two different classes and learned Korean vocabulary lesson on definitions and pronunciation. After they were exposed to each different teaching method, the students were tested on what they learned. The first part was on the performance of phonics and the second part of the test measured the performance of vocabulary comprehension. Afterward a survey was conducted to determine their method of preference as they considered applying this experience to their future work teaching English to ELLs. The results indicate that the bilingual method is more effective and the participants under bilingual conditions preferred their method significantly to the monolingual instruction. The monolingual instruction group presented negative perception of using only target language in second language instruction. This study can provide an effective teaching method to future educators and contribute to the development of SL teachers training and SL education.
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Keyword:
and Cultures; and Multicultural Education; and Research; Applied Linguistics; Bilingual; Educational Assessment; Evaluation; First and Second Language Acquisition; Higher Education; Language and Literacy Education; Multilingual; Other Languages; Societies
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URL: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1049&context=plcc
https://docs.lib.purdue.edu/plcc/purduelanguagesandculturesconference2017/translationalideas/2
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| 7 |
Effectively Teaching a Second Language: Principles and Practices
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In: All Graduate Plan B and other Reports (2017)
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| 8 |
The Post-Sojourn in Study Abroad Research—Another Frontier
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In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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| 9 |
Contextualized Recognition of Fingerspelled Words
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In: Journal of Interpretation (2016)
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| 10 |
Order of Acquisition: A Comparison of L1 and L2 English and Spanish Morpheme Acquisition
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In: Senior Honors Theses (2015)
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| 11 |
Nonstandard Languages: The Outcasts of the Language Revitalization Movement
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In: Senior Honors Theses (2015)
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| 12 |
Apology Strategies of Native and Nonnative Speakers of English
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In: Georgia Undergraduate Research Conference (2015)
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| 13 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 14 |
Self-Efficacy in Low-Level English Language Learners
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In: Dissertations and Theses (2014)
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| 15 |
English Loan Words in Japanese: Exploring Comprehension and Register
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In: Dissertations and Theses (2013)
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| 16 |
The Role of Expectations on Nonnative English Speaking Students' Wrtiting
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In: Dissertations and Theses (2013)
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| 17 |
Pedagogía de Hablantes de Herencia: implicaciones para el entrenamiento de instructores al nivel universitario
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In: Theses, Dissertations, Student Research: Modern Languages and Literatures (2013)
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| 18 |
Dialect-neutral indices of narrative cohesion and evaluation
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In: Barbara Zurer Pearson (2012)
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| 19 |
The comprehension of metaphor by preschool children: Implications for a theory of lexicon
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In: Barbara Zurer Pearson (2012)
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| 20 |
There’s an App for That: Foreign Language Learning Through Mobile- and Social Media-Based Video Games
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In: Masters Theses (2011)
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