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Showing 1 to 15 of 729 results Save | Export
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Alhassan, Awad; Bora, Simona Floare; Abdalla, Yousif Abdelbagi – TESOL Journal, 2022
English-medium instruction (EMI) has been increasingly used in higher education institutions worldwide, and therefore the collaboration between English for academic purposes (EAP) teachers and subject teachers is highly needed for the successful alignment of the EAP and subject content courses in EMI contexts. This article explores the views and…
Descriptors: English for Academic Purposes, Language Teachers, English (Second Language), Teacher Collaboration
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Bergstrom, Tait – TESOL Journal, 2022
There is an increasing trend in course design for reading and writing classes to include multimodal texts such as comics, television programs, music videos, and social media posts on course syllabi. Often the practice is justified by arguing that students need to develop critical literacy skills and multiliteracies and that these popular texts are…
Descriptors: English Language Learners, Reading Lists, Critical Theory, Course Descriptions
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Sidaway, Kathryn – TESOL Journal, 2022
Identifying students' reasons for learning a language is useful for every teacher who aims to help students achieve their goals. In addition, understanding how their language learning motivation is maintained through the class and to what extent this continues away from the classroom are equally important, especially in noncompulsory adult ESOL.…
Descriptors: Females, Adult Students, English (Second Language), Second Language Learning
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Masrai, Ahmed – TESOL Journal, 2022
Research addressing the relationship between vocabulary knowledge and second language (L2) listening comprehension has been conducted mostly using measures that tap orthographic vocabulary knowledge. The few studies that have used measures that tap phonological modality to delineate the relationship between vocabulary and L2 listening have focused…
Descriptors: Vocabulary Development, Second Language Learning, Listening Comprehension, English (Second Language)
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Flores, Erica – TESOL Journal, 2022
This article reports on the educational experiences of select students with an inconsistent/interrupted formal education (SIFE) currently enrolled at an alternative high school. Interview data were collected during two consecutive academic years during 2018-2020 and analyzed by drawing on positioning theory and the culture of power to address the…
Descriptors: Nontraditional Education, High School Students, Educational Experience, High Schools
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Banat, Hadi; Sims, Rebekah; Tran, Phuong; Panahi, Parva; Dilger, Bradley – TESOL Journal, 2022
Institutions of higher education in the United States continue to witness a dramatic shift in the spectrum of diversity in their student populations. Multiple variables of difference that mixed student demographics bring to university campuses make internationalization work necessary both inside and outside the classroom. Internationalization of…
Descriptors: Global Approach, Freshman Composition, Foreign Students, College Students
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Smith, Joye – TESOL Journal, 2022
Although judicious grammar teaching in college ESOL instruction is generally accepted, little is known about the grammar teaching practices of teachers of school-age English language learners (ELLs), who are learning academic content as well as a new language. In this study, 86 primary and secondary teachers of ELLs in a U.S. metropolitan area…
Descriptors: Grammar, English (Second Language), Second Language Instruction, English Language Learners
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Vu, Ngoc Tung; Nguyen, Thao – TESOL Journal, 2022
This qualitative research study explored how content and language integrated learning (CLIL) could be implemented to benefit English-major teacher candidates in Vietnamese higher education in terms of enhancing their sense of learning value, competence, autonomy, and relatedness. Despite some existing struggles during the implementation, the…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Preservice Teachers, English (Second Language)
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He, Ye; Bagwell, Dawn – TESOL Journal, 2022
Despite the growing number of English learners in the United States, teachers continue to report that they do not feel well prepared to support English learners. It is critical to offer quality professional development accessible for all teachers and to engage teachers in exploring teaching applications involving English learners. In this study,…
Descriptors: English Language Learners, Learner Engagement, Faculty Development, Program Effectiveness
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David, Samuel S.; Shepard-Carey, Leah; Swearingen, Amanda J.; Hemsath, Dustin J.; Heo, Saem – TESOL Journal, 2022
This qualitative study investigated seven teachers participating in a professional development (PD) series on translanguaging pedagogies. The purpose was to better understand how teachers adapted translanguaging strategies into their classroom practice and how they perceived challenges and benefits of these approaches. Analysis of PD videos,…
Descriptors: Faculty Development, Code Switching (Language), Translation, Language Usage
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Siordia, Celestina; Kim, Kathy MinHye – TESOL Journal, 2022
Latinx students make up 77.8% of the English learner (EL) population in the United States (Department of Education, 2017). However, there is a subpopulation of Latinx ELs who are: English-dominant, born in the United States, and identified as long-term English learner (LTEL). ELs who are not reclassified after 6 or 7 years are categorized as LTEL…
Descriptors: Hispanic American Students, English Language Learners, Language Proficiency, Standardized Tests
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Vidakovic, Mirna; Jerkovic, Jelena; Rakic, Dušan – TESOL Journal, 2022
Course evaluation has held a prominent position in higher education in the past few decades, yet there exist certain deficiencies pertaining to its design and implementation in some contexts, such as tertiary English for specific purposes (ESP) programs in Serbia and Slovenia. This study focused on ESP course evaluation at universities in these…
Descriptors: English for Special Purposes, Second Language Learning, Second Language Instruction, Course Evaluation
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Seltzer, Kate – TESOL Journal, 2022
This article builds on García, Johnson, and Seltzer's (2017) concept of a translanguaging stance and lays out three of its interrelated elements--the personal, the political, and the pedagogical--that can position teachers of English to disrupt oppressive language ideologies. To move from an overemphasis on "practice" toward a focus on…
Descriptors: English (Second Language), Second Language Instruction, Language Teachers, Ideology
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Al Bulushi, Zawan – TESOL Journal, 2022
This study contributes to research on source integration in argumentative writing, with a focus on the understudied aspect of source choice and use in counterarguments. Using source-based argumentative essays written by 13 students in one English as a second language section of a first-year composition course in the United States, the author…
Descriptors: Information Sources, Persuasive Discourse, Writing (Composition), Essays
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Murray, Helen Margaret – TESOL Journal, 2022
This article considers how theories about intercultural competence can be used when teaching about Indigenous peoples in the English as a foreign language (EFL) classroom. Intercultural understanding and communicative competence are important skills for pupils to develop for living in modern multicultural societies. Although based on the…
Descriptors: Indigenous Populations, English (Second Language), Second Language Learning, Cultural Awareness
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