Academic literature on the topic 'LOTE, ESL and TESOL curriculum and pedagogy'
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Journal articles on the topic "LOTE, ESL and TESOL curriculum and pedagogy"
Меліса Грабовач and Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.
Full textSpitzman, Emily, and Alexandra Balconi. "Social Justice in Action." Journal of the Scholarship of Teaching and Learning 19, no. 5 (September 20, 2019). http://dx.doi.org/10.14434/josotl.v19i5.25071.
Full text"Language teaching." Language Teaching 37, no. 3 (July 2004): 169–83. http://dx.doi.org/10.1017/s0261444805212399.
Full text"Language teaching." Language Teaching 38, no. 2 (April 2005): 75–81. http://dx.doi.org/10.1017/s0261444805212776.
Full text"Language learning." Language Teaching 39, no. 1 (January 2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.
Full text"Language learning." Language Teaching 36, no. 4 (October 2003): 259–71. http://dx.doi.org/10.1017/s0261444804222005.
Full textDissertations / Theses on the topic "LOTE, ESL and TESOL curriculum and pedagogy"
McGraw, Kelli. "Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems." Thesis, University of Sydney, 2010. https://eprints.qut.edu.au/114957/1/114957.pdf.
Full textJefferson, Miranda. "Film learning as aesthetic experience: Dwelling in the house of possibility." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8587.
Full textWoodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
Full text(10732263), Kelsey Wort. "Faucet Wet Mouth Wanting.pdf." Thesis, 2021.
Find full text(9910832), Young Sic Kim. "Classroom interaction in university settings: A case study of language teaching and learning." Thesis, 2003. https://figshare.com/articles/thesis/Classroom_interaction_in_university_settings_A_case_study_of_language_teaching_and_learning/13417322.
Full text(6619163), Ying Nie. "THE ROLE OF IDENTITY AND IMAGINATION IN THE LITERATE PRACTICES OF ADOLESCENT GIRLS: FOUR CASE STUDIES FROM INDIA." Thesis, 2019.
Find full text(6368462), Kyongson Park. "Being Connected: Academic, Social, and Linguistic Integration of International Students." Thesis, 2019.
Find full textIn order to comfortably and effectively function in U.S. classrooms, both international students and domestic students benefit from the development of interactive and intercultural communication skills. At Purdue University, a large, public, R1 institution with a substantial international population, the internationalization of the student body is a priority. To examine the relationship between academic and social integration of international and domestic students on campus, international (ESL) undergraduate students (L2 English, n=253) from the Purdue Language and Cultural Exchange Program (PLaCE), and domestic undergraduate students (L1 English n=50) from the first-year composition program (ICaP), participated in a voluntary survey. The framework for investigating students’ interaction with peers and teachers was derived from Severiens and Wolff (2008). Four aspects of new, incoming students’ adaptation (Global Perspective, Intercultural Competence, Acculturation Mode, and Willingness to Communicate) were addressed by the survey. Although there were similarities between international and domestic students, the results revealed international students had more opportunities to interact with peers from diverse language backgrounds in formal academic contexts, including classroom activities, peer-group work in first-year programs and language programs. However, in informal, social contexts, neither international nor domestic students took advantage of opportunities to interact with each other. The tendency to prefer social interactions with co-nationals may contribute to social isolation and limited integration of international and domestic students within broader social contexts outside of classrooms. Yet, rather than resisting this trend, instructors and administrators might enhance opportunities for interaction in academic contexts where both groups are most willing to participate. Findings from this study can contribute to the development of first-year programs that provide realistic solutions for the enhanced internationalization of both domestic and international students on campus.
(10665573), Helen C. Bentley. "“I’VE COME SO FAR IT’S HARD TO SAY IT ALL”: A NARRATIVE APPROACH TO CHANGES IN PERCEPTIONS OF STUDENT IDENTITY IN A STUDENT SUCCESS PROGRAM." Thesis, 2021.
Find full textThis four-year study centers on identity research, exploring a two-year student success program in a midwestern school. The program follows a “school-within-a-school” model (Indiana Department of Education website, 2020) as it is housed on the same grounds as the main school but in a different building. The student-to-teacher ratio is lower than traditional schools and the English class covers less material, but in more depth, than parallel 9th and 10th grade classes. The study follows two students as they progress through the two-year program and integrate into the main student body for 11th and 12th grade, to understand how they narrate their journey through high school. The 9th and 10th grade teachers provide a sense of the impact of teacher identity on the student participants. A narrative approach (Connelly & Clandinin, 1990) is used to examine individual’s perspectives- rooted in their experiences- to dig into my participants’ stories, framing them within an equity literacy context (Gorski, 2014). Using equity literacy allows for the exploration of biases and inequities that student participants may face in our education system. The findings of this dissertation study have three major implications: 1. Home identity has a significant effect on student identity. As such, an awareness of what high school students bring to the classroom and how this affects their thinking and motivation to participate in class is critical; 2. The importance of not only making lessons relevant to student lives, but also helpful. Both student participants appreciate being given space to write what they want to write, rather than being told what to write. As a result, writing becomes a means of processing events happening in their lives, and has a positive effect on self-efficacy; 3. Given the second implication, teacher educators need to provide space for preservice teachers to explore ways to make lessons helpful to their students by encouraging them to tell their own stories through discussions in a safe space, while modeling behaviors such as showing vulnerability in the classroom.
(9155498), Daniel C. Ernst. "The Android English Teacher: Writing Education in the Age of Automation." Thesis, 2020.
Find full textIn an era of widespread automation—from grocery store self-checkout machines to self-driving cars—it is not outrageous to wonder: can teachers be automated? And more specifically, can automated computer teachers instruct students how to write? Automated computer programs have long been used in summative writing evaluation efforts, such as scoring standardized essay exams, ranking placement essays, or facilitating programmatic outcomes assessments. However, new claims about automated writing evaluation’s (AWE) formative educational potential mark a significant shift. My project questions the effectiveness of using AWE technology for formative educational efforts such as improving and teaching writing. Taken seriously, these efforts portend a future embrace of semi, or even fully, automated writing classes, an unprecedented development in writing pedagogy.
Supported by a summer-long grant from the Purdue Research Foundation, I conducted a small-n quasi-experiment to test claims by online college tutoring site Chegg.com that its EasyBib Plus AWE tool can improve both writing and writers. The experiment involved four college English instructors reading pairs of essays comprising one AWE-treated and untreated version per pair. Using a comparative judgment model, a rubric-free method of writing assessment based on Thurstone’s law, raters read and designated one of each pair “better.” Across four raters and 160 essays, I found that AWE-treated essays were designated better only 30% of the time (95% confidence interval: 20-40%), a statistically significant difference from the null hypothesis of 50%. The results suggest that Chegg’s EasyBib Plus tool offers no discernible improvement to student writing, and potentially even worsens it.
Finally, I analyze Chegg’s recent partnership with the Purdue Writing Lab and Online Writing Lab (OWL). The Purdue-Chegg partnership offers a useful test case for anticipating the effects of higher education’s embrace of automated educational technology going forward. Drawing on the history of writing assessment and the results of the experiment, I argue against using AWE for formative writing instruction. In an era of growing automation, I maintain that a human-centered pedagogy remains one of the most durable, important, effective, and transformative ingredients of a quality education.
(9024011), Hadi Banat. "Assessing Intercultural Competence in Writing Programs through Linked Courses." Thesis, 2020.
Find full textInternationalization of higher education is a collaborative responsibility academic and non-academic programs share to facilitate the integration of various student populations within the broader culture of the university. My dissertation project links First Year Writing (FYW) classes of domestic and international students to promote and evaluate their intercultural competence development. My research questions explore the use of reflective writing as a genre for formative assessment in the writing classroom and investigate the data it provides about students’ continuous learning. My research methodology combines qualitative analysis of reflective writing and quantitative analysis of intercultural competence development. Participants come from four sections of FYW courses spanning two semesters – Spring 2016 and Fall 2017. I collected reflective writing data from four embedded reflective journals and a final reflective essay assigned to students in each section. Using a grounded scheme, I applied thematic coding analysis of reflective writing and traced frequencies of codes. I also mapped students’ reflections onto the Developmental Model of Intercultural Sensitivity (DMIS; Bennett, 1993). Results from both coding methods contextualize and interpret students’ development in both intercultural competence and writing skills. I also share pedagogical, assessment, and administrative implications for more effective teaching of reflective writing and better continuous assessment of intercultural competence skills within the context of the linked course model curriculum.
Book chapters on the topic "LOTE, ESL and TESOL curriculum and pedagogy"
Goulah, Jason. "TESOL into the Anthropocene: Climate Migration as Curriculum and Pedagogy in ESL." In TESOL and Sustainability. Bloomsbury Academic, 2020. http://dx.doi.org/10.5040/9781350115118.ch-004.
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