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Sunseri, Anita B.; Sunseri, Mary Anne – CATESOL Journal, 2019
Many students, especially English language learners (ELLs), struggle when they write. This study examined the various writing strategies 3 Spanish-speaking bilingual student teachers used to help their elementary school ELL students write. This was a case study that looked at how these student teachers used their primary language, among other…
Descriptors: English Language Learners, Writing Strategies, Bilingual Students, Student Teachers
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Khan, Asma A.; Mallette, Marla – CATESOL Journal, 2019
The purpose of this mixed-method study was to better understand undergraduate students' perceptions of international teaching assistants (ITAs) at a major research institution. Data collected through surveying a sample of 436 undergraduate students from different colleges and at different class levels were analyzed both qualitatively and…
Descriptors: Undergraduate Students, Student Attitudes, Foreign Students, Teaching Assistants
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Maunsell, Matthias – CATESOL Journal, 2019
Academic reading at college and university poses a real challenge for international students with English as a second language. Often the main hurdles are a lack of language proficiency, critical-reading skills, or background knowledge. Also, unfamiliarity with cultural and academic conventions plays a role. Even with intensive English-language…
Descriptors: Prereading Experience, English (Second Language), Second Language Learning, Second Language Instruction
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Colls, Guillermo R. – CATESOL Journal, 2019
This article recounts some of the motivations, hurdles, and successes the Cuyamaca ESL Department in San Diego encountered while transforming its curriculum to an accelerated model. The college discovered that the new program, while challenging, increased the success and rate of passing among its language learners and improved the quality of their…
Descriptors: Program Descriptions, English (Second Language), Second Language Learning, Second Language Instruction
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Maamuujav, Undarmaa – CATESOL Journal, 2019
Written corrective feedback has been a long-standing practice among second language writing instructors, yet the efficacy of this practice for long-term development of students' writing remains uncertain. In the field of writing research, error correction in second language writing continues to be a topic of much controversy. While numerous…
Descriptors: Personal Autonomy, Editing, Revision (Written Composition), Feedback (Response)
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Baecher, Laura; Kasper, Julie; Mincin, Jenny – CATESOL Journal, 2019
Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teacher preparation that explicitly attends to the structures of schooling and society that privilege some groups over others. More than presenting methods or theories of TESOL in isolation, the intention of a critical approach is to foster awareness of…
Descriptors: Refugees, English (Second Language), Second Language Instruction, Language Teachers
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Dronjic, Vedran – CATESOL Journal, 2019
Teachers of English as a second or foreign language often state that they lack an understanding of how to teach vocabulary in a principled, evidence-based way sensitive to students' needs. Vocabulary teaching is typically unsystematic, not adequately supported by curricula and teaching materials, and shaped by beliefs based in opinion or myth. A…
Descriptors: Teaching Methods, Vocabulary Development, Second Language Instruction, English (Second Language)
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Milojicic, Višnja – CATESOL Journal, 2019
The following is a qualitative study on Chinese international English language learners' (ELLs') experiences in an English as a second language (ESL) classroom. Set at Sunset University (pseudonym used), a public university in Northern California, the study uses ethnographic field methods to gauge information about an ESL teacher's and Chinese…
Descriptors: English Language Learners, English (Second Language), Foreign Students, Expectation
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Keh, Melissa Latham – CATESOL Journal, 2019
Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in mind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal useful information about ELs' language and literacy skills. This mixed-method…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Testing
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Alexandrowicz, Viviana; Andres, Aureen; Danaher, Carli; Valdivia, Paz – CATESOL Journal, 2019
This article describes the process of teaching English as a second language to members of an underprivileged local community. This initiative was developed as a result of a collaboration between a community center and a university. Three 1st-year TESOL master's candidates volunteered to design and teach curriculum to immigrant community members on…
Descriptors: Disadvantaged, English (Second Language), Second Language Learning, Second Language Instruction
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Levis, John M.; Levis, Greta Muller – CATESOL Journal, 2018
Pronunciation features are not equal in how they affect listeners' ability to understand. Some are low value, while others are high value. This study explores whether contrastive stress is high value. Previous research has shown that identification of contrastive stress is learnable (Pennington & Ellis, 2000), and that explicit teaching about…
Descriptors: Pronunciation, Pronunciation Instruction, English (Second Language), Second Language Learning
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Zimmerman, Erin – CATESOL Journal, 2018
Novice teachers often look to textbooks and teacher's manuals for guidance when preparing courses, learning course content, and delivering instruction to students. In the field of pronunciation, however, materials creators face an unusual difficulty when designing resources because beginner teachers often are not truly novices: They might have…
Descriptors: Textbooks, Pronunciation, Pronunciation Instruction, Second Language Learning
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Lewis, Christine; Deterding, David – CATESOL Journal, 2018
Traditionally, pronunciation was taught by reference to native-speaker models. However, as speakers around the world increasingly interact in English as a lingua franca (ELF) contexts, there is less focus on native-speaker targets, and there is wide acceptance that achieving intelligibility is crucial while mimicking native-speaker pronunciation…
Descriptors: Suprasegmentals, Pronunciation Instruction, Second Language Instruction, English (Second Language)
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Echelberger, Andrea; McCurdy, Suzanne Gichrist; Parrish, Betsy – CATESOL Journal, 2018
Adult English language learners are hungry for pronunciation instruction that helps them to "crack the code" of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions…
Descriptors: Language Teachers, Self Efficacy, English (Second Language), Second Language Learning
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McGregor, Alison; Reed, Marnie – CATESOL Journal, 2018
Research provides evidence of effective factors in pronunciation teaching and learning. However, incorporating research into classroom practice is a challenge left to instructors, often without the help of a systematic framework for integrating pronunciation into a curriculum. This article, informed by work with international teaching assistants,…
Descriptors: Pronunciation Instruction, English (Second Language), Second Language Learning, Second Language Instruction
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