Browsing by Subject "English as a second language (ESL)"

Now showing 1 - 6 of 6
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    Determining Vocabulary to Include in Language Materials: An Example with Marketing Terms
    (Brigham Young University, 1987-03-27) Teemant, Annela
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    ESL University Students' Testing Preferences
    (Indiana Teachers of English to Speakers of Other Languages, 2013) Teemant, Annela
    This descriptive study examined university ESL students’ testing preferences in content-area courses. Thirty-eight ESL students participated by completing a survey. They used a semantic differential scale of ten adjective pairs to rate their preferences regarding five test formats: true/false, short answer/completion, multiple choice, restricted response, and extended essay. Statistical analyses revealed statistically significant differences in testing preferences by test format, productive vs. recognition items, gender, and language groups. Furthermore, ESL students indicate that their testing preferences are largely consistent for their first and second languages. Practical implications for content-area faculty and future directions for research are provided.
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    K-12 cross-disciplinary collaboration: An ESL in-service model
    (Brigham Young University, 2000) Teemant, Annela; Giraldo, Nancy
    ESL students are taught by content and language teachers who share a school building, but may not share their frustrations, concerns, or expertise for working with ESL students across academic disciplines. Often, teaching schedules, the physical layout of a school, or the socio-political milieu make cooperation among faculty difficult. Although many school districts provide content-area teachers with formal ESL in-service development, ESL practitioners often remain the lone expert on ESL issues within individual schools. ESL students, however, need academic support from all their teachers. Given the circumstances, ESL practitioners are in a position to initiate cross-disciplinary collaboration, and to create both formal and informal in-service opportunities within their schools. At the National Center for Science Teaching and Learning, language educators had the opportunity to cross academic boundaries to listen to science teachers in Florida (N=9) and Ohio (N=4) discuss teaching second language learners. Analyses of the focus group (i.e., discussion and written feed) and surveys completed by pre-service science teachers (N=48) provide insight into successfully pursuing cross-disciplinary collaboration. This article describes a model for creating effective ESL in-service opportunities in K-12 settings.
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    Living Critical Sociocultural Theory in Classroom Practice
    (Minnesota Teachers of English to Speakers of Other Languages, 2015) Teemant, Annela
    This article describes critical sociocultural pedagogical practices for sheltering instruction for K-12 English Learners, questioning the status quo in ESL teacher preparation which over emphasizes language to the exclusion of the broader sociocultural, sociopolitical, and sociohistorical context in which students are educated.
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    Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study
    (Indiana Teachers of English to Speakers of Other Languages, 2012) Teemant, Annela; Reveles, Christine
    This paper describes an ESL instructional coaching model for mainstream teachers and uses a replication approach to compare the instructional coaching outcomes of urban teachers in Indiana and California to determine if the observed pattern of development can be generalized to urban elementary educators. Teachers (N = 35) participated in a 30-hour workshop and seven individual coaching sessions across a school year. Findings demonstrate ESL instructional coaching led to statistically significant change in teacher pedagogy, a shared pattern of teacher development, and subtle group differences in reaching fidelity to the model. Suggestions for improving the ESL coaching model for urban mainstream teachers are presented.
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    Video-Anchored Distance Learning: The Professors Plus Model
    (Brigham Young University, 2000) Teemant, Annela; Egan, M. Winston; Pinnegar, Stefinee; Fox-Harris, Melanie