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Barnes, Melissa; Shwayli, Seham; Matthews, Pamalee – TESOL in Context, 2019
There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one…
Descriptors: English (Second Language), English Language Learners, Second Language Learning, Teacher Attitudes
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Carr, Nicholas; Weinmann, Michiko – TESOL in Context, 2018
Over the last two decades, there has been significant debate surrounding the potential benefits, or potential harm, generated from the provision of written corrective feedback (WCF) on the writing of language learners. The majority of research in the field has been conducted within a positivist paradigm, which often adopted experimental research…
Descriptors: Written Language, Feedback (Response), Writing Evaluation, Second Language Learning
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Keary, Anne; Kirkby, Jane – TESOL in Context, 2017
Assessment of young children from culturally and linguistically diverse backgrounds holds the potential to provide important insights into learning. Two researchers investigated an Allied Health screening program that was conducted in three kindergartens in a disadvantaged area of outer Melbourne, Australia. Drawing on narrative inquiry…
Descriptors: English (Second Language), Second Language Learning, Cultural Differences, Kindergarten
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Edwards, Viv – TESOL in Context, 2015
In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number…
Descriptors: Vignettes, Elementary School Students, English (Second Language), Second Language Learning
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Xuan, Pham Thi Thanh – TESOL in Context, 2014
Few studies have focused on the identity formation of non-native English speaking teachers (NNESTs) as legitimate speakers and teachers of English. Drawing on Norton's (2000) poststructuralist theory of identity as a process of struggling and changing, this study examined whether and how Asian international students studying for a Masters in…
Descriptors: Foreign Students, English (Second Language), Second Language Learning, Second Language Instruction
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Neilsen, Rod – TESOL in Context, 2014
Action Research (AR) is recognised as an effective way for language teachers to extend teaching skills and gain more understanding of teaching, learning and the classroom environment (Burns, 2010). It can also be a useful but challenging experience for trainee language teachers. This paper reports on the experiences of Malaysian trainee primary…
Descriptors: Action Research, English (Second Language), Second Language Learning, Second Language Instruction
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Davison, Chris; Michell, Michael – TESOL in Context, 2014
Assessing English as a second or an additional language (ESL/ EAL) learners in schools is a particularly challenging area for most teachers. With so many students requiring systematic and regular EAL support, all teachers need access to appropriate and useful assessment tools and advice, but most assessment systems are imposed on teachers, rather…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
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de Courcy, Michele; Adoniou, Misty; Ngoc, Doan Ba – TESOL in Context, 2014
With the development of the English as an Additional Language or Dialect (EAL/D) Teacher Resource, the educational needs and outcomes of refugee and immigrant children have been placed on the national mainstream teaching agenda. This new national resource sits alongside a plethora of other resources, known as scales and standards, which have been…
Descriptors: English (Second Language), Second Language Learning, Interviews, Surveys
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Creagh, Sue – TESOL in Context, 2014
Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Student Evaluation
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Cross, Russell – TESOL in Context, 2012
This paper aims to (re)engage ESL with the broader literacy debate, by calling for a better recognition of what literacy means for second language learners within contemporary Australian education systems, and acknowledging the specialist professional knowledge that ESL teachers bring to the mainstream. The literacy debate that has shaped so much…
Descriptors: Multilingualism, Monolingualism, Educational Change, Specialists
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Coleman, Jackie – TESOL in Context, 2012
This article is derived from a small study conducted within a larger qualitative study into the nature of the responses of mainstream primary teachers in a non-metropolitan area in Australia to the Sudanese refugee English Language Learners (ELLs) in their classes. It reports on findings in relation to teachers' attitudes toward the use of their…
Descriptors: Academic Achievement, Second Language Learning, Monolingualism, Metropolitan Areas
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Storch, Neomy – TESOL in Context, 2012
An important aspect of advanced academic writing is the ability to incorporate source material. Yet this ability often poses considerable challenges for international ESL students. Although a number of scholars have called for the explicit teaching of how to acknowledge and incorporate source materials, research evidence on whether explicit…
Descriptors: English (Second Language), Second Language Instruction, Academic Discourse, Writing (Composition)
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Tangen, Donna; Mercer, Louise – TESOL in Context, 2012
This paper describes part of an action research study that was designed to explore the outcomes of an ongoing program in which the participants, a group of domestic and international pre-service teachers and lecturers, worked together in reflective writing workshops. While the primary long-term goal of the program was to develop the intercultural…
Descriptors: Action Research, Writing Processes, Writing Workshops, Foreign Countries
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de Courcy, Michele – TESOL in Context, 2011
As researchers and teachers, we have particular beliefs about the world and how it works, and about classrooms and how they work. Borg notes that "beliefs colour memories with their evaluation and judgment, and serve to frame our understanding of events" (Borg, 2001, p. 187). When already qualified teachers, in a TESOL graduate program, undertake…
Descriptors: Student Teaching, Practicums, English (Second Language), Second Language Learning
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Petraki, Eleni; Hill, Deborah – TESOL in Context, 2011
Learning the grammar of a language is an integral part of learning a second or foreign language. Studies on teacher beliefs, teacher language awareness (TLA) and grammar teaching have reported that the majority of English language teachers recognise the importance of teaching grammar (Borg, 2001; Borg & Burns, 2008). At the same time, many…
Descriptors: Metalinguistics, Grammar, English (Second Language), Second Language Learning
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