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Direct linkRoessingh, Hetty; Kover, Pat; Watt, David – TESL Canada Journal, 2005
This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and…
Descriptors: Academic Discourse, Educational Experience, Language Proficiency, English (Second Language)
Roessingh, Hetty; Field, Diane – TESL Canada Journal, 2000
Examines issues related to time, timing, and timetabling to discuss how the timetable can be constructed to support the development of English language proficiency in a 3-year plan leading to university entrance for academically competent English-as-a-Second-Language learners, using a semester system. (Author/VWL)
Descriptors: Admission Criteria, College Entrance Examinations, English (Second Language), Foreign Countries
Roessingh, Hetty; Kover, Pat – TESL Canada Journal, 2002
Discusses the fallacies that pervade the English-as-a-Second-Language (ESL) profession: that students arriving in primary school do not require ESL support in order to mainstream successfully. Describes a program designed to help younger-arriving ESL learners once they reach high school, with powerful implications for practice in all K-12…
Descriptors: Elementary Education, English (Second Language), High Schools, Mainstreaming
Roessingh, Hetty – TESL Canada Journal, 1999
Describes an experimental program that includes adjunct support designed to promote access to postsecondary education for more English-as-a-Second-Language students. (Author/VWL)
Descriptors: Academic Achievement, English (Second Language), High School Students, High Schools
Johnson, Carla; Roessingh, Hetty – TESL Canada Journal, 2004
The language-through-content movement of the past decade has promoted the use of authentic texts for language-learning purposes. Content-based instruction, however, has had the effect of emphasizing content as the driver of curriculum rather than language-learning objectives in the language-through-content equation. Longitudinal studies of ESL…
Descriptors: Second Language Instruction, English (Second Language), Language Proficiency, Longitudinal Studies
