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Kara Mac Donald; Mirna Khater; Viktoriya Shevchenko – CATESOL Journal, 2023
Virtual collaboration and teamwork have long transformed many sectors like business and healthcare, and higher education is no exception. However, unlike many other sectors, literature in higher education has primarily focused on team learning in the online context. Most works center around recommendations for effective technology platforms,…
Descriptors: COVID-19, Pandemics, Teamwork, Electronic Learning
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Carmen Durham; Loren Jones; Wyatt Hall – CATESOL Journal, 2023
One essential part of teaching multilingual learners is leveraging their funds of knowledge, or students' dynamic knowledge and practices developed in their households and communities. However, it can be challenging to identify funds of knowledge, especially in a virtual environment. This case study examines a virtual internship experience where…
Descriptors: Knowledge Level, Computer Mediated Communication, Preservice Teachers, Preservice Teacher Education
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Kevin M. Wong; Helen Chan Hill; Elizabeth Najera – CATESOL Journal, 2023
The COVID-19 pandemic has deeply impacted the field of education, shifting instruction from in-person classrooms to virtual learning environments on a global scale. To understand how language teachers engaged in online pedagogy during the pandemic, the current study examines how one expert English Language Development (ELD) teacher, Ms. Anya…
Descriptors: Online Courses, Second Language Learning, Second Language Instruction, English (Second Language)
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Kelsey DeCamillis – CATESOL Journal, 2023
During traditional, in-person writing instruction, teachers can quickly model tasks for students, students have clear directions for following lesson sequences step-by-step, and partner or group collaboration can begin by simply asking students to turn to whomever is sitting next to them. Online instruction poses challenges to these typical…
Descriptors: Writing Instruction, Teaching Methods, Distance Education, English (Second Language)
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Janet L. Eyring – CATESOL Journal, 2023
All over the United States, adult ESL programs enroll students who are undocumented immigrants, often unbeknownst to the instructors who teach them. During the COVID-19 crisis, adult ESL enrollments decreased overall, but most especially for the undocumented immigrants who were most disadvantaged during the crisis. In order for program…
Descriptors: English (Second Language), Undocumented Immigrants, COVID-19, Pandemics
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Leslie Sherwood – CATESOL Journal, 2023
This reflective essay discusses my experience over one year during the COVID-19 global pandemic. I analyze my experiences teaching and my observations of students, concluding that the affordances of blended learning can be useful for engaging multilingual students, and that such engagement allows for more time for formative feedback for students.…
Descriptors: English (Second Language), Second Language Instruction, Multilingualism, Foreign Students
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Jesica Hercules; Kai Greene; M. C. Kate Esposito – CATESOL Journal, 2023
The COVID-19 pandemic forced educational practitioners, students (PreK-12), and families to adjust to synchronous and asynchronous online instruction. This study followed an online intervention involving a Spanish-English preschool special education teacher, a Spanish-speaking parent, and her bilingual preschool child with complex communication…
Descriptors: Preschool Children, Preschool Teachers, Special Education, Special Education Teachers
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Kelly Metz-Matthews; Michele McConnell – CATESOL Journal, 2023
This paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a…
Descriptors: English (Second Language), Second Language Instruction, Writing (Composition), COVID-19
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Christina Andrade; Amber Roshay – CATESOL Journal, 2023
Giving effective writing feedback can be a challenge for any English instructor. Teaching students how to provide peer feedback can be problematic as well. Both these challenges may seem even more apparent when teaching online during a pandemic. Using Google Docs for collaborative writing feedback is one effective method for addressing both these…
Descriptors: Computer Software, Collaborative Writing, English (Second Language), Second Language Learning
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Iyad Alomari; L. Erika Saito – CATESOL Journal, 2023
The COVID-19 pandemic abruptly shifted the delivery of teaching and learning, particularly for adult English learners (ELs) and international students enrolled in US institutions. This study investigates EL perspectives of their English instructors during the COVID-19 pandemic and the shift to remote learning in the spring of 2020 through a…
Descriptors: COVID-19, Pandemics, English Language Learners, Foreign Students
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Elsie N. Solis; Nirmla G. Flores – CATESOL Journal, 2023
The purpose of this study is to empower preservice teachers (PSTs) to leverage relevant technology-based practices and be equipped with various tools and strategies appropriate for English Language Learners (ELLs) in PreK-12 grade settings. Now, more than ever, teacher candidates need to be prepared to understand the challenges faced by ELLs and…
Descriptors: Preservice Teachers, Preservice Teacher Education, Blended Learning, Distance Education
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Dian Jiang – CATESOL Journal, 2023
This reflective writing identified components that contribute to increased participation of international ESL in one online graduate course. All the factors identified in the analysis as conducive to greater engagement and elevated participation naturally fell into the three presences of Community of Inquiry (CoI). As such, a new theoretical…
Descriptors: Scaffolding (Teaching Technique), Communities of Practice, Oral Language, Graduate Students
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Chamberlin, Carla R.; Khan, Muhammad Ali – CATESOL Journal, 2022
Language learning classrooms are sites of discovery not only of language, but of identity, culture, and community. The pedagogical approach described here, critical media work (CMW), integrates language teaching and social issues by using media literacy as a bridge. CMW explores antiracist discourse in popular media (digital and analog) to…
Descriptors: Second Language Learning, Second Language Instruction, Race, Semiotics
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Schmier, Stephanie Anne; Grant, Rachel – CATESOL Journal, 2022
Informed by a critical antiracist perspective for teacher education, we describe a year-long research collaboration we engaged to interrogate how White allyship can be reimagined to support the design of critical antiracist initiatives in language teacher education. We were inspired to write this article because we see the realities,…
Descriptors: Racism, Curriculum Development, Whites, Teacher Educators
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Kayi-Aydar, Hayriye; Varghese, Manka; Vitanova, Gergana – CATESOL Journal, 2022
This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers' identities and their various contexts. It is also deeply connected to an orientation and…
Descriptors: Intersectionality, Social Justice, Teaching Methods, English (Second Language)
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