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Ahern, Jeri; Litt, Eve Nora – CATESOL Journal, 2018
The Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation classes in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college hopefuls? In this article, we will share information about the…
Descriptors: Language Tests, English (Second Language), Second Language Learning, Intensive Language Courses
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Sheppard, Beth; Butler, Brian – CATESOL Journal, 2017
Listening comprehension is an essential and challenging skill for language learners, and listening instruction can also be a challenge for language instructors, since they have little access to the listening process inside students' minds. Greater knowledge about what learners perceive when they listen could help language teachers better tailor…
Descriptors: Listening Comprehension, Teaching Methods, Second Language Learning, Second Language Instruction
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Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd – CATESOL Journal, 2015
Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…
Descriptors: Academic Discourse, Second Language Learning, Vocabulary Development, Decision Making
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Sheppard, Beth – CATESOL Journal, 2014
Freely available online videos are the basis of an Intensive English Program (IEP) listening and speaking course described in this article. Strands and activities of this course could easily be adapted for use in other institutions. For each strand of the course, rationales are stated, activities are described, and suggested online resources are…
Descriptors: Instructional Materials, Video Technology, Second Language Instruction, Second Language Learning
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Schulte, Julia – CATESOL Journal, 2013
Many teacher-development models posit teacher learning as a linear process in which teachers build skills and knowledge while progressing through different stages of expertise. Although this model is attractive for many reasons and often does seem to shed light on some of the aspects of teacher development, this author's own experience largely…
Descriptors: Theory Practice Relationship, Faculty Development, Educational Practices, Language Teachers
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Eckstein, Grant – CATESOL Journal, 2013
TESOL theory is intended to inform teacher practice, but studying what teachers actually do in a given teaching context can sometimes lead to better theory. This report illustrates an area in which practice informed theory in the context of 1-on-1 writing conferences for prematriculated ESL writers. This report describes the creation and…
Descriptors: English (Second Language), Second Language Learning, Grammar, Feedback (Response)
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Szasz, Patricia – CATESOL Journal, 2010
This article focuses on the current state of the ESL profession for teachers in Intensive English Programs (IEPs). Because the IEP context may be unfamiliar to some readers, the author first gives an overview of the characteristics and goals of these types of programs. Second, an examination of how administrators and programs are striving to…
Descriptors: English (Second Language), Second Language Learning, Intensive Language Courses, Language Teachers
CATESOL Journal, 1996
This English-as-a-Second Language (ESL) journal periodically devotes entire issues to specific themes. The theme of this issue is "Intersegmental Articulation" (especially in California schools). Articles include: "Why Is ESL a Burning Issue?" (Robby Ching, Anne Ediger, Debbie Poole); "Challenges Facing California ESL…
Descriptors: Adult Education, Articulation (Education), Classroom Techniques, College Bound Students