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Amanda K. Kibler; Virginia Lesser; Martha Castellón Palacios; Martha Sandstead; Sara Wiger; Karrie S. Woodruff; Jaclyn B. Bovee – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the…
Descriptors: Educational Practices, Multilingualism, English Language Learners, School Districts
Ching-Ni Hsieh – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
This study examined the role of writing task types and L2 reading proficiency on young English as a foreign language (EFL) learners' writing performances. The participants were 185 students (Grades 7 and 8) from Denmark, Finland, and the Netherlands. The students responded to a descriptive and an email writing tasks that assessed their writing…
Descriptors: Writing Instruction, Task Analysis, English (Second Language), Second Language Learning
Snoder, Per; Laufer, Batia – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
The study investigated how well Swedish adolescents recognize the meaning of derived words in English and whether this knowledge is determined by learner proficiency, word frequency, or affix type. Participants were 88 school students in two proficiency groups: 39 advanced 12th graders and 49 intermediate 9th graders. Two tests of receptive…
Descriptors: Foreign Countries, English Language Learners, Grade 12, Grade 9
Ardasheva, Yuliya; Crosson, Amy C.; Carbonneau, Kira J.; French, Brian F. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2021
A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still-developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized…
Descriptors: Grammar, English for Academic Purposes, Language Proficiency, English Language Learners
Chen Hsieh, Jun – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2021
Despite the widespread applications of robots in education, fewer attempts have been made to how robots help middle school students in English-as-a-foreign-language (EFL) contexts to tell stories, let alone the probe into student emotions. This mixed-methods study, therefore, aimed to address these concerns by focusing on digital storytelling…
Descriptors: Electronic Learning, Story Telling, Robotics, Computer Software
Molle, Daniella – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2021
Persistent inequalities in the education of multilingual students make the effective integration of content and language instruction an urgent issue for theory and practice. This article contributes to the literature on content and language integration by exploring empirically the relationship between teacher learning and changes in teacher…
Descriptors: Middle School Teachers, Faculty Development, Bilingual Education, Bilingual Students
Brevik, Lisbeth M.; Rindal, Ulrikke – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Recent trends in language education have promoted the use of students' linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English…
Descriptors: Language Usage, Classroom Communication, Language of Instruction, Norwegian
Britsch, Susan – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
This article traces the interaction of multimodal semiotic resources within and across tasks constituting a science unit on surface tension in an eighth-grade sheltered science classroom. Two discourses, operating simultaneously, realized differently motivated signs. This article follows the contribution of linguistic and extralinguistic modes…
Descriptors: Semiotics, Science Instruction, Teaching Methods, English Language Learners
Morita-Mullaney, Trish; Renn, Jennifer; Chiu, Ming Ming – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals' educational conditions and learning outcomes. Yet, DLBE schools…
Descriptors: Teaching Methods, Equal Education, Educational Benefits, Academic Achievement
Johnson, Erika Moore – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
Instructional scaffolding--the use of resources, structures, and verbal interaction to help students do challenging academic work--is known to be essential for effective English language reading instruction for emergent bilinguals (EBs; Goldenberg, 2010; Walqui, 2006). Yet little systematic research examines the scaffolds that teachers use.…
Descriptors: Teaching Methods, Scaffolding (Teaching Technique), Bilingualism, English (Second Language)
Cannon, Anneliese – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2017
With the high numbers of English learners (ELs) in school and rising demands for students to become proficient in academic forms of English, it is increasingly crucial for teachers to have effective, innovative tools to make content and language accessible to students. Adolescent ELs in particular are at a critical point in their educational…
Descriptors: English Language Learners, English (Second Language), Language Proficiency, Teaching Methods
Kunitz, Silvia; Marian, Klara Skogmyr – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2017
In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of "local educational order" (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors,…
Descriptors: Assignments, Second Language Instruction, Social Behavior, Student Behavior
Byean, Hyera – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2015
Drawing upon the experiences and dilemmas of the author, a middle school English teacher in South Korea, this article illuminates the ways in which neoliberal reforms in education intersect with English, and how such links have entailed the class-based polarization of education in Korean society. Given the prominent role that English plays in…
Descriptors: Neoliberalism, Educational Policy, Foreign Countries, Middle School Teachers
Lai, Chun; Zhu, Weimin; Gong, Gang – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2015
Out-of-class learning constitutes an important context for human development, and active engagement in out-of-class activities is associated with successful language development. However, not all out-of-class experiences are equally beneficial to learning, and it is of paramount importance to understand what quality out-of-class English language…
Descriptors: English (Second Language), Second Language Learning, Surveys, Middle School Students
Kim, YouJin – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
Over the last two decades, a growing body of research has shown positive impacts for task planning in task-based instruction (e.g., Ellis, 2005; Foster & Skehan, 1996). However, what learners plan during pretask planning, and whether any specific planning strategies are more beneficial in encouraging learners to attend to linguistic forms and…
Descriptors: English (Second Language), Video Technology, Second Language Learning, Second Language Instruction
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