LibGuides: Teaching English Language Learners: Articles

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Family Literacy Night
A Student-Centered Clinically Rich Experience for Teacher Candidates in Literacy and TESOL.
IDLE in the Classroom: Learner-Driven Strategies for English Language Learning.
Informal Digital Learning of English (IDLE) is a global phenomenon that represents one of the greatest advances for autonomous language learning outside the classroom in the past few decades.
ESL Learner and TESOL Practitioner Perceptions of Language Skill Difficulty.
With the expectation that ESL learning will be optimized when teachers and students share the same perceptions of teaching and learning priorities and challenges, this study sought to identify perceptions of TESOL faculty and their ESL learners in terms of the relative difficulty of English language skills such as reading, writing, listening, and speaking, and the associated areas of language development including grammar, vocabulary, and pronunciation.
The Effects of Transcript Use on Advanced ESL Listening Comprehension.
This study examined the efficacy of transcript use with repeated listening exercises to improve advanced ESL student listening comprehension.
Being and becoming TESOL educators: embodied learning via practicum
This paper reports on a qualitative study of the practicum learning experiences of thirty students of Teaching English to Speakers of Other Languages (TESOL) enrolled in a Masters of TESOL Education at Victoria University in Melbourne, Australia.
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Drawing on current thinking about the role of reflective practice in teacher education, the value of real world learning beyond the classroom and the pedagogical affordances of the practicum, the enquiry aims to identify the types of practitioner learning that occur during practicum placements in terms of enhancing learners' knowledge and skills, increasing their self-reliance and self-confidence and contributing to their growth as educators and individuals, their professional and social identities.
A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL.
A cadre of schoolteachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners.
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. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.

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Implementing "enhanced rehearsals" in a practice‐based TESOL methods course.
Although the practice‐based approach is gaining popularity in teacher preparation programs, the Master of Arts in TESOL (MATESOL) world is only beginning to engage with it, especially at the tertiary/adult level. Grounded in sociocultural principles of learning, practice‐based teacher education involves guiding teacher candidates through studying, rehearsing, and enacting core practices. Some core practices pertain to all academic subjects, whereas others are subject‐specific. In this concept‐based practice feature, the author explains tenets of the practice‐based approach and then describes a novel strategy he developed while implementing it in his methods course, which he calls "enhanced rehearsals." The author concludes with critical reflections on the process of rendering his teaching more practice‐based.
English as a Second or Other Language-Focused Leadership to Support English Language Learners: A Case Study.
With the growing population of culturally and linguistically diverse students in K-12 schools, explicit English as a Second or Other Language (ESOL)-focused leadership is needed to support culturally responsive teaching practices, as well as provide socially just and equitable educational opportunities for all students. This study focuses on how one school district and its high school have distributed and sustained ESOL-focused leadership (knowledge, skills, dispositions, and practices) to promote inclusive and equitable learning opportunities for ELLs. Findings from this case study provide examples of the presence of ESOL-focused leadership and how it supports ELLs and their teachers. Practical implications for meeting ELLs' unique needs are shared.
Effective Collaborative Practices in ESL Education.
CONTEMPORARY ENGLISH language learners (ELLs) have language learning needs that are often supported through a complement of in-school professionals, including English as a Second Language (ESL) teachers, classroom teachers, educational resource teachers, coaches, ESL consultants, and administrators.
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When ESL teachers and classroom teachers collaborate, each educator brings a unique perspective and repertoire of knowledge and experience, and it often takes time to negotiate ways of combining these lenses to create an educational plan. One aspect of collaboration that teachers considered valuable was how the ESL teachers shared these resources with other educational professionals (such as resource teachers) as a way of optimizing the time of all educators.
Co-Teaching ELLs: RIDING A TANDEM BIKE.
When ESL teachers and classroom teachers collaborate, each educator brings a unique perspective and repertoire of knowledge and experience, and it often takes time to negotiate ways of combining these lenses to create an educational plan. One aspect of collaboration that teachers considered valuable was how the ESL teachers shared these resources with other educational professionals (such as resource teachers) as a way of optimizing the time of all educators.
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Teaching English Language Learners: Articles

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