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Lindsey Moses; Carolina Torrejon Capurro – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and…
Descriptors: Literacy Education, Code Switching (Language), Self Concept, Kindergarten
Sun-Young Shin; Senyung Lee – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this…
Descriptors: Grade 3, Grade 4, Grade 5, Second Language Learning
Lima Becker, Mariana; Oliveira, Gabrielle – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
Concurrent with the rise in U.S. neo-nationalism is the growing influx of im/migrant children in the nation's schools. This article explores how a group of eight K-3 Brazilian bilingual teachers in a Portuguese-English Two-Way Immersion (TWI) program in the United States interact with neo-nationalist discourses pertaining to the theme of…
Descriptors: Bilingual Teachers, Elementary School Teachers, Primary Education, Foreign Countries
Tozlu Kiliç, Emel; Balaman, Ufuk – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
This paper presents research-led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom…
Descriptors: English (Second Language), Second Language Learning, Kindergarten, Early Childhood Teachers
Dikilitas, Kenan; Bahrami, Vahid – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
Teacher identity construction has long been investigated within the field of English language teaching. However, little is known about how particularities and demands of co-teaching language and content in bilingual education (BE) settings may lead to teacher identity (re)construction, especially in preschool contexts. Therefore, we explored,…
Descriptors: Teacher Collaboration, Teaching Methods, Professional Identity, Language Teachers
Shi, Lijuan; Rolstad, Kellie – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre-K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted…
Descriptors: Language Teachers, Monolingualism, Teacher Characteristics, Code Switching (Language)
Rowe, Lindsey W. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Research is needed exploring how teachers and students in English-medium schools transform classrooms to welcome and value bilingualism and biliteracy. This article draws on social literacies and placed resources perspectives to explore how one classroom of second-grade students used Google Translate as a tool to support their biliterate…
Descriptors: Translation, Technology Uses in Education, Writing (Composition), Bilingualism
Cho, Hyonsuk; Christ, Tanya – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third-grade pull-out small group class in a Midwestern U.S. city. Data included video-recordings and transcripts of all 12 read-aloud discussion lessons of four books, interviews with…
Descriptors: English (Second Language), Bilingual Students, Refugees, Inferences
Arteagoitia, Igone; Yen, Shu Jing – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
The promise of access to key 21st-century skills (i.e., bilingualism, biliteracy, and global awareness) has resulted in the rapid gain in popularity of dual language bilingual education (DLBE) programs in the United States over the past two decades. Despite their integrative and additive nature, concerns have been raised about lack of equity in…
Descriptors: Elementary School Students, Grade 3, Equal Education, Bilingual Education
Wagner, Christopher J. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
This study examines the relationship between early reading identities and social status in school contexts. Reading identities, or the ways that a child constructs the self as a reader across contexts and time, have been posited to be closely linked with social status. This single-case study examines the reading identities and social status of one…
Descriptors: Correlation, Social Status, Identification (Psychology), Preschool Children
Kim, Ahyoung Alicia; Lee, Shinhye; Chapman, Mark; Wilmes, Carsten – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
This study aimed to investigate how Grade 1-2 English language learners (ELLs) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELLs in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a…
Descriptors: Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction
Bernstein, Katie A. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
This study follows four English language learners as they make their way across their first year of pre-kindergarten in an English-medium school in the United States. It investigates, first, how each student participated, and was positioned, in the classroom network of practice, and, second, what kinds of English growth each student experienced…
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Preschool Education
Tum, Danyal Oztas – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2015
This article argues that nonnative preservice teachers are just as susceptible to foreign language anxiety as are inexperienced language learners, a claim carrying important implications for the EFL classroom. The results of the study described in this article indicate that anxious preservice teachers experience significant levels of language…
Descriptors: Preschool Teachers, Language Teachers, Second Language Instruction, Anxiety
Gardner, Sheena – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2008
This article aims first to show how a teacher, working within a nationally proscriptive, standards-driven, mainstream context turns a form-focused phonics practice activity into a word game that engages the imagination, intellect, and identity of 5-6-year-old English language learners. Based on the assumption that teacher-student interactions are…
Descriptors: Bilingual Students, Phonics, Second Language Learning, English (Second Language)