Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
TESL Canada Journal, 1995
This study explores the ESL curriculum as experienced by students, casting light on their side of the story. We invited three Japanese secondary-level students to discuss their experience of learning English and analyzed their stories in terms of Schwab's four curriculum commonplaces (learner, subject matter, milieu, and teacher). Our analysis reveals that for the students, learning English has to do with negotiating their identities in a new environment. The current ESL curriculum as it focuses on the development of academic skills may not be providing enough support to help them integrate into the school community. In the absence of such support, some students may run the risk of perpetuating their marginality in the school and prematurely reaching a plateau in their English acquisition. Some practical ideas to promote integration, some of which are already implemented in Canadian schools, are discussed in the light of these findings.
Modern Language Journal, 2010
2016
This inquiry will be exploring the various teaching strategies that can best be deployed by educators to teach new immigrants to ease their journey into the classroom environment wherein they will be learning a new language. I will be looking at the phenomenon from the perspective of Anna (not real name) who arrives in the classroom with no prior English background. This research explores why Anna hated school, what went wrong and how it can be fixed so that other new immigrants and teachers will not encounter the same problem(s) in future.
Modern Language Journal, 2010
Writing Program Administration 36.2 , 2013
An exponentially growing body of international undergraduate students in U.S. writing programs calls for the development of writing pedagogies that build on students’ composition literacy and their experiences in the authentic use of English. The implementation of this task requires an update of assumptions regarding international ESL students that is supported by data and takes into consideration the sociolinguistic realities of the global spread of English. This study investigated the characteristics of students enrolled in the ESL Writing Program at Purdue University. Through a questionnaire, the study documents student backgrounds, including their ESL characterization (international or U.S. resident); language backgrounds; academic literacy developed in native (L1) and U.S. educational contexts; instruction in L1 and English composition received in L1 educational contexts; as well as student motivation to register for an ESL composition course. Findings challenge the prevailing perception of international undergraduates as a homogeneous group of English language learners with limited experience in the authentic use of English and English composition. Implications for policies and practices of teaching composition are discussed.
TESOL in Context. Special Edition S3., 2012
TESOL Quarterly, 2006
2023
This qualitative study delves into the strategies and experiences of ESL teachers in Multan, Pakistan, as they instruct students with diverse L1 backgrounds. Through interviews with 18 educators, the research identified key themes that illuminate effective ESL instruction. Notably, cultural sensitivity and awareness emerged as foundational, emphasizing the importance of acknowledging and celebrating students' cultural diversity. Adaptation of pedagogical approaches, flexibility in lesson planning, collaborative learning, and a commitment to continuous professional development are identified as pivotal components of successful ESL teaching. These findings align with established principles in ESL pedagogy, offering practical insights for educators and policymakers seeking to enhance ESL instruction in multicultural settings. The study underscores the significance of culturally responsive education in fostering language acquisition, intercultural understanding, and inclusive learning environments.
Academia Letters, 2022
Gwangju News, No. 170, pp. 42-43, 2016
Estéticas perdidas. Un encuentro con las sensibilidades olvidadas, 2024
Journal of Human, Earth, and Future
Vol. 28 Núm. 54, 2023
Pan African Medical Journal, 2021
Asian Journal of Dairy and Food Research, Volume 43 Issue 3: 385-395 (September 2024)
European Polymer Journal, 2011
2012
Proceedings of the Nutrition Society, 2015
Achieving Sustainable Development Goals in sub-Saharan Africa by 2030; a road to no where, 2022
Fertility and Sterility, 2018
The Journal of Social Sciences Research, 2019