Browsing by Subject "English as a Second Language"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    English for Academic Public Speaking
    (2008-04-16T12:59:54Z) LeBeau, Stephen Allen, Jr.; Upton, Thomas A. (Thomas Albin); Goering, Elizabeth M.; Davis, Ken, 1945-
    With a basic understanding of the connection between EAPS and the goals of public speaking I will focus on issues especially challenging to EAPS students due to cultural and language differences, which include: communication apprehension, understanding your audience’s frame of reference, rhetorical organization, and non-verbal communication.
  • Thumbnail Image
    Item
    Funds of Knowledge in Storytelling and Recipes
    (NYS TESOL, 2021) Liu, Laura B.; Brodey, Sari; Education, IUPUC
    Glocalization, or the relationship between the global and the local, identifies cultural and linguistic inequities that may be addressed through bilingual, multilingual, and multicultural education programs, including the use of translanguaging as a resource for students (Joseph & Ramani, 2012). To support our glocal societies and classrooms, it is increasingly important for institutions of teacher education to prepare teacher candidates to recognize, value, and draw upon students’ funds of knowledge as resources for learning in the classroom. This article describes an autobiographical assignment inviting elementary ELL teacher candidates to reflect on and share funds of knowledge through a digital story and focuses on one candidate’s journey in connecting this process to valuing her ELL students’ funds of knowledge to meet TESOL standards for supporting ELLs in their sociocultural contexts.
  • Thumbnail Image
    Item
    Sound and Simple Approach to an Extensive Reading Project
    (IUPUI, 2020-11-24) Kane, Sarah; Gusich, Jordan; Upton, Thomas; English, School of Liberal Arts
    The evidence is undeniable that extensive reading (ER) improves reading comprehension, vocabulary, and motivation. Nevertheless, ER is often neglected in ESL classrooms. In order to introduce ER to more ESL teachers’ repertoires, this article will present a developed, principled, and practical ER project suitable for almost any classroom teaching situation. Readers will gain an overview of the literature surrounding ER and be provided with practical ideas, resources, rubrics, activity descriptions, and examples from the author’s personal practice of ways to implement an ER project in their institutions and classrooms.
  • Thumbnail Image
    Item
    Teaching Academic Vocabulary with Corpora: Student Perceptions of Data-Driven Learning
    (2010-02-01T15:36:13Z) Balunda, Stephanie A.; Belz, Julie A. (Julie Anne); Connor, Ulla, 1948-; Upton, Thomas A. (Thomas Albin)
  • Thumbnail Image
    Item
    Who Does What And Why?: ESL Administrators’ Perspectives On The Roles Of ESL Specialists And Mainstream Teachers
    (Indiana Teachers of English to Speakers of Other Languages, 2012) Harvey, Lauren; Teemant, Annela
    In this era of high stakes accountability, the relationship between English as a Second Language (ESL) specialists and mainstream teachers has become even more complex. For this study, four district level ESL administrators were interviewed using a semi-structured interview protocol about a) the roles and responsibilities of ESL teachers, b) the knowledge and skills mainstream teachers need to support ELLs, and c) the quality of university teacher preparation in light of public school realities. Findings indicate that ESL specialists play important instructional and non-instructional roles within schools that are not always valued by colleagues. Mainstream educators need greater preparation in understanding English proficiency levels, second language acquisition, cultural competence, and accountability for the success of ELLs. Recommendations focus on improving collaboration, accountability, cultural competency, and understanding of effective ESL program models.
  • Thumbnail Image
    Item
    ‘Yuk, the Skin of Insects!’ Tracking Sources of Errors in Second Language Reading Comprehension
    (COPYRIGHT 1998 College Reading and Learning Association [BREAK]This article is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited., 1998) Upton, Thomas A. (Thomas Albin)
    Readers for whom English is a second language often misinterpret texts. One source for such errors is failing to accurately recognize phonemic and graphemic features, leading to interpreting a text within a framework not intended by the author. Teachers can help second language readers become more perceptive by preparing students for the material and providing practice in recognizing the text's syntactic connections.