Browsing by Subject "English as a second language"

Now showing 1 - 4 of 4
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    Determining Language Needs of English as a Second Language Medical Students
    (2021-09-18) Bah, Fatoumata; Shin, Sun-Young; Yu, Corinna
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    ESL student perspectives on university classroom testing practices
    (Indiana University's Faculty Academy on Excellence in Teaching (FACET), 2010-11) Teemant, Annela
    ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and preferences for particular test formats, such as multiple-choice over essay questions, affect their ability to demonstrate content knowledge. Students describe context, culture, and seven language-related problems in testing, and show awareness of various test-taking strategies. The results suggest practical implications for making testing outcomes more equitable for ESL students.
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    Journeys in Cultural Competency: Pre-Service U.S. Teachers in Mexico Study-Abroad Programs
    (Routledge, 2009) Santamaría, Lorri J.; Santamaría Graff, Cristina C.; Fletcher, Todd V.
    This study investigated pre-service and credentialed teachers at 2 universities in the Southwestern United States (N = 24), who participated in education-abroad programs in Mexico over 1 summer. This study examined the literature within a framework for developing cultural competence to describe and understand students' experiences. Following a discussion of research methodology, emergent themes are reported and discussed within the frameworks presented. The study concludes with a discussion of changes in teacher preparation programs required or recommended to improve academic achievement among English language learners of Mexican descent in U.S. schools.
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    The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement
    (Institute for Critical Education Studies, 2013-04-15) Teemant, Annela; Hausman, Charles S.
    This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.