The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants (GTAs) in English as a second language (ESL) methodology and/or ESL assessment courses at a Southwestern U.S. university. This study also investigated the perceptions of NES and NNES GTAs toward preservice teachers. This study explored the issue of whether preservice teachers are prepared to accept and validate diversity among their instructors which in turn should make them sensitive to diverse learners they will encounter in their future teaching. In the first part of the study, a total of 262 preservice teachers were surveyed. The survey data were collected in spring 2007 and fall 2008. Of the 262 preservice teachers, 20 participated in focus group discussions to provide further insight on their views of NES and NNES GTAs. In the second part of the study, four GTAs participated in a longitudinal study by writing online blog entries after any encounters (positive or negative) they had with their students inside and outside the classroom. The blogs reflected the GTAs? immediate reactions after their classes. In addition, semi-structured interviews were conducted with the GTAs. Findings of the first study revealed that preservice teacher perceived NES and NNES GTAs differently. Preservice teachers put a lot of emphasis on the intelligibility of the NNES GTAs. The preservice teachers were ?tolerant? if their NNES spoke English ?clearly?. However, there were some preservice teachers who were dissatisfied with their NNES GTAs due to their possessing a non-mainstream language. Findings of the second study revealed that NNES GTAs faced major challenges in their effort to be recognized as legitimate and competent instructors. Although the GTAs had vastly different personal backgrounds, perceptions, and identities as instructors, common themes or issues emerged from the data: (1) teaching is complex (linguistic, cultural, and racial issues are involved); (2) beliefs about teaching can change; (3) challenges are faced as an ?outsider? instructor; and (4) teaching provides experiences of joy. The study has implications for teacher education programs and training programs offered for international graduate students by universities.

This study examined teachers' and administrators' perceptions of English language learner dropout antecedents at 95 secondary schools in Texas targeting two goals. First, perceptions of ninth-grade dropout were assessed to identify push, pull, or falling-out factors of dropout. Push factors include school-related consequences like attendance or disciplinary infractions. Pull factors include out-of-school enticements like jobs and family. Finally, fall factors refer to student disconnection with school leading to dropout. Second, four categories of dropout factors (student demographics, student experiences, school factors, and instructional practices) were tested to see which had the highest perceived rank. The first research question assessed ninth-grade academic engagement and dropout antecedents among ELL dropouts. Engagement factors including persistence and previous preparation for high school were perceived as highly important qualities while discipline problems were a major challenge. Falling-out factors were perceived at the highest rank in causing ninth-grade ELL dropout. Among falling-out factors, lack of L1/L2 proficiency was cited as a chief cause, conflicting with nationally representative studies. Push factors, including low achievement, ranked second and pull factors, last. The second research question assessed perceptions of ELL dropout according to four ELL dropout categories. Antecedents related to student experiences ranked highest in causing ELL dropout, including language proficiency, employment, and parenting needs. Thus, ELL's were perceived as the primary reason for ELL dropout, concurring with nationally representative studies. Overall, ESL teachers and coordinators reported ninth-grade falling-out factors and pull factors during high school at higher rates than other respondents. They placed the major blame for dropout on events in student's lives luring them from school. Regular teachers reported that ninth-grade ELL dropouts profoundly struggled with language proficiency, lack of effort, and lack of belonging, suggesting that cumulative challenges of ELLs resulted in dropout. Administrators reported a strong link between retention and ELL dropout. When combined with regular teachers, both had a unified perception of blame for dropout being on factors at home and work. Findings suggest developing comprehensive dropout antecedent lists for ELLs, studying early and late ELL dropout, and incorporating a qualitative methodology in survey techniques.

<p>This essay was underpinned by the premise that the proverb plays an important role in language teaching as a part of gaining cultural knowledge, metaphorical understanding and communicative competence. The purpose with this essay was to examine whether proverbs are a part of the EFL (English as Foreign Language) teaching in the county of Jönköping, Sweden. The investigation focused on the occurrence of proverbs in eleven textbooks for the English A- and B-courses, and on the attitudes toward using prov-erbs in the teaching among nineteen teachers at seven upper secondary schools. Descriptive methods were used, which combined quantitative and qualitative approaches, i.e. content analysis and close read-ing of the textbooks and a questionnaire answered by the teachers.</p><p>The result showed that proverbs are a small part of the EFL teaching regarding both the textbooks and the use in the classroom by the teachers. Proverbs are mainly used as bases for discussions in the text-books, and by the teachers as expressions to explain, to discuss the meaning and to compare to the Swedish equivalents. There is a positive attitude toward using proverbs and the result showed awareness among the teachers regarding proverbs as a part of the language and the culture as well as for communi-cation. The conclusion of the result was that the knowledge has to increase among educators and text-book authors about how proverbs can be used as effective devices and tools, not only as common ex-pressions, in every area of language teaching.</p>

<p>The purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones.</p><p>I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes.</p><p>My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.</p>

Title from PDF of title page. / Document formatted into pages; contains 90 pages, / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: English language learners are traditionally behind in academics such as reading, math and science. Hispanics, who make up the vast majority of English language learners, tend to not enroll in pre-school or higher education, have higher dropout rates and as adults earn less than whites. Common instructional strategies used in public schools are not meeting the needs of these students. The field of TESOL (Teachers of English to Speakers of Other Languages) has typically offered a wide variety of poorly defined teaching strategies that are not based on empirical research. Within public schools, assessment tends to serve the purpose of qualifying students for ESOL services rather than being used to guide instruction. / ABSTRACT: The present study examined using the Assessment of Basic Language and Learning Skills (ABLLS) with three English language learners in an elementary public school setting to discern its usefulness for teachers and students. Results showed that the ABLLS could be used for English language learners, and teachers generally liked the assessment information, although the current assessment may be too lengthy and time intensive to be practical for regular education settings. Also, it did not appear that reviewing the ABLLS assessment had much effect on teacher behavior in terms of changes in instructional strategies used for the three students, although teachers did indicate that they would target different skills as a result of viewing the assessment. Suggestions are made for developing a modified version of the ABLLS for use with English language learners. / ABSTRACT: Possible trends in student data are examined, as well as possible teaching strategies that may be suggested by the ABLLS. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

This qualitative case study drew on Positioning Theory (e.g., Davies & Harré, 1990) to explore the ways in which the negotiation of power and positioning affected language learning. Participants were nine students and their female teacher in a university-level English for Academic Purposes (EAP) Oral Skills (Listening and Speaking) class. Methods of data collection included the video- and audio-taping of classroom activities for 3.5 months, interviews with students and their teacher, field notes of classroom observations, diaries, and relevant teacher and learning artifacts. As a participant observer, I explored positioning, which refers to locating oneself and others with certain rights and obligations to allow or limit certain actions, in classroom talk and investigated its interaction with second language learning and use. After spending a certain amount of time in the field, I chose two male students as my focal participants, as their positioning and participation differed in terms of quantity and quality of their talk. Through a recursive micro-analysis of classroom interaction and qualitative analysis of other data sources, the findings indicated that the two focal participants constantly dominated classroom conversations and positioned themselves in ways beneficial to them, while other students in the same classroom experienced difficulties in negotiating symbolic power and gaining access to learning opportunities. Additionally the findings showed how interactive and reflexive positioning of learners, which were impacted by a large number of factors, including age, socio-cultural backgrounds, and beliefs, assigned students certain identities and social status over the course of the semester. If second language acquisition is fostered in the classroom by communicative interactions, teachers should attempt to minimize students’ differential access to second language learning opportunities as much as possible. / text

The purpose of this study was to describe and interpret young adult ESL (English as a Second Language) students‘ participation in discussions of literature in a high-intermediate level reading classroom at a university-affiliated ELP (English Learning Program) program. Additionally, this study explored the nature and characteristics of talk generated by ESL students within the context of literature discussions. Naturalistic methods of data collection were employed in keeping with the constructivist paradigm, including classroom observations, audio and video recordings, transcripts of audio and video recordings, field notes, interviews with the teacher and students, teacher resources, and student artifacts. This naturalistic inquiry drew from qualitative traditions in its design, and the study was further guided by grounded theory (Glaser & Strauss, 1967) and discourse analysis. The study findings indicated that literature discussions were structured by six stages: (1) reading at home, (2) setting up and review, (3) students redefining the tasks, vii (4) students doing the tasks, (5) sharing with the class, and (6) taking in-class quizzes. Analysis revealed that these sequenced stages that allowed for a shifting of roles and positions between the teacher and students and among students enabled students to have regular and extended opportunities for talk and interaction. The findings of the study demonstrated that the student-to-student exchanges featured more discursive talk as the students were encouraged to construct meanings collaboratively and to engage in interactive discourse with one another. The implications of these findings in terms of teaching as mediation and the nature of talk in ESL classrooms are discussed. / text

English language learners (ELLs) are the fastest growing group of learners in U.S. schools. In recent years, much of this growth has occurred in parts of the U.S. with historically smaller immigrant populations. Secondary ELLs in particular are entering middle and high schools that are often underprepared and ill-equipped to meet these students’ academic and linguistic needs. In addition to learning social English, ELLs must also master the academic language and content necessary to succeed in their content-area classes. This report reviews current research on content-area instruction in math, science, and social studies for secondary ELLs. More specifically, within each content area, key findings are summarized from articles that address the following topics: the linguistic challenges of learning content for ELLs; the implementation of pedagogical approaches to teaching content to ELLs; and teachers’ challenges and needs. The report concludes with recommendations for pedagogy, practice, and professional development as well as suggestions for future research. / text

The term heritage language (HL), which only emerged in the context of language policy during the 1990’s, refers to immigrant, refugee, and indigenous languages whose target group of learners have either previously learned the language as a first language (L1) or home language, or have some form of heritage connection to the language (Cummins, 2005). The bilingual nature of these individuals is ambiguous, as variables related to literacy and oral proficiency in the first language are significantly influenced by geographical, cultural, academic, and sociolinguistic factors prevalent to the context in which the speaker is situated. The topic of HL is the subject of a growing number of studies in second language acquisition as well as bilingual education. Given that an increasing number of immigrants from around the world continue to make the United States their place of permanent residence, the country’s educational focus needs to take into account the needs of heritage language learners (HLL), especially as that focus shifts from the exclusive teaching of foreign languages to incorporating the maintenance and linguistic competence of our multilingual inhabitants. / text

For the past 30 years, researchers in the field of Second Language Acquisition (Block, 2007; Lantolf and Pavlenko, 2001; Norton, 2000) have emphasized the need to integrate the language learner and the language learning context and to analyze relations of power and how they affect the language learner, the language learning processes, and the learner’s identities. Several researchers (Lantolf & Pavlenko, 2001; McKay & Wong, 1996; Skilton-Silverstein, 2002; Vitanova, 2005) have studied the connections between language learning, identity, and agency. The participants in these studies were immigrants from Eastern Europe, Asia, or Africa living in the U.S., Canada, and Australia. Few studies (Menard-Warwick, 2004, 2009) have analyzed the experiences of adult Hispanic immigrants in the U.S. in relation to English learning and identity construction. This dissertation reports on a study exploring how five adult Hispanic immigrants learning English in a major city in Texas negotiated their identities as English speakers and exercised agency in contexts where English was spoken. The study also analyzed the learners’ investment in learning English. The sociocultural theory of self and identity developed by Holland, Lachicotte, Skinner, and Cain (1998) was the framework which helped conceptualize identity and agency. The work of Norton (2000) on language learning and identity and her notion of investment were used to understand the participants’ experiences learning and using English inside and outside the ESL classroom. A qualitative multiple-case study was conducted to understand the experiences of the participants who were learning English in a community-based ESL program, where the researcher became a participant observer during the six months of data collection. The findings of the study show the complex identity negotiations that the participants underwent in the different contexts where they interacted in English. Social class, immigrant status, and other social factors, such as lack of access to English-speaking contexts, high prevalence of Spanish in contexts where the participants interacted daily, and positioning of the participants (by others and by themselves) as limited English speakers strongly influenced how they negotiated their identities as English speakers. Despite these social factors, the participants exercised agency and were highly invested in learning English. / text