Relevant bibliographies by topics / Teaching English to Speakers of Other Languages

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching English to Speakers of Other Languages'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teaching English to Speakers of Other Languages.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teaching English to Speakers of Other Languages"

1

Sun, Yunmei, and Fei Li. "Teaching English to Speakers of Other Languages: An Introduction." System 57 (April 2016): 157–58. http://dx.doi.org/10.1016/j.system.2016.01.011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Murtiningsih, Sri Rejeki. "Issues In Teaching English To Speakers Of Other Languages (Tesol): A Review Of Literature." Lingua Cultura 5, no. 1 (May 31, 2011): 53. http://dx.doi.org/10.21512/lc.v5i1.375.

Full text
Abstract:
The article aims to review English language teaching to speakers of other languages and other related aspects such as the use of technology and the first language in classroom practices. As the need for English language competency develops, efforts to support students’ learning also change. In addition to the teaching techniques, the technology development has also gained attention for improving effective teaching and learning. Because English is a language that is not used in daily communication and the variety of students’ language competence, the use of first language in a foreign language classroom has also become another point to encourage the students’ foreign language acquisition.
APA, Harvard, Vancouver, ISO, and other styles
3

Gaudart, Hyacinth. "Games as Teaching Tools for Teaching English to Speakers of Other Languages." Simulation & Gaming 30, no. 3 (September 1999): 283–91. http://dx.doi.org/10.1177/104687819903000304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ahmadi Livani, Fatemeh, and Hamed Barjesteh. "Book Review: Teaching English to Speakers of Other Languages: An Introduction." International Journal of Research in English Education 3, no. 4 (December 1, 2018): 81–84. http://dx.doi.org/10.29252/ijree.3.4.81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Morley, Joan. "The Pronunciation Component in Teaching English to Speakers of Other Languages." TESOL Quarterly 25, no. 3 (1991): 481. http://dx.doi.org/10.2307/3586981.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Suan Hooi Goh, Ian. "A low-cost speech teaching aid for teaching English to speakers of other languages." System 21, no. 3 (August 1993): 349–57. http://dx.doi.org/10.1016/0346-251x(93)90025-c.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Alharbi, Samar. "Code-switching in Intercultural Communication and English Language Teaching." Advances in Social Sciences Research Journal 8, no. 7 (July 29, 2021): 286–94. http://dx.doi.org/10.14738/assrj.87.10486.

Full text
Abstract:
Code-switching is the interplay between two languages. Code-switching happens when the speakers switch between two or more languages or linguistic varieties in the context of a particular discussion or conversation. Many people engage in code-switching or mixing practises by speaking a different language and their mother tongue when talking with other individuals who comprehend various languages. There are multiple reasons why people tend to code-switch during interaction with others. One important reason is that people consciously and unconsciously code-switch because they want to fit in. Code-switching is also implied in the language teaching context, where L2 learners cod switching between their mother tongue and the other language to get involved in the learning process. The practice of code-switching in Foreign language classroom has been examined thoroughly in the literature. This paper will introduce the concept of code-switching, its types and the reasons for code-switching. It will offer some implication of code-switching in English as a second or foreign language (EFL) classroom.
APA, Harvard, Vancouver, ISO, and other styles
8

Ogiermann, Eva, and Spyridoula Bella. "An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English." Contrastive Pragmatics 1, no. 2 (September 9, 2020): 180–209. http://dx.doi.org/10.1163/26660393-bja10003.

Full text
Abstract:
Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.
APA, Harvard, Vancouver, ISO, and other styles
9

Benor, Sarah Bunin. "Bivalent Writing: Hebrew and English Alphabets in Jewish English." Journal of Jewish Languages 8, no. 1-2 (December 10, 2020): 108–57. http://dx.doi.org/10.1163/22134638-bja10009.

Full text
Abstract:
Abstract Jewish English writing uses multiple combinations of the Hebrew and English alphabets. This paper demonstrates those uses, giving examples from rabbinic literature, Yiddish and Ladino newspapers, handwritten notes, pedagogical materials, organizations’ and restaurants’ logos, and regalia advertising sports teams, universities, and political candidates. The analysis demonstrates that hybrid combinations of Hebrew and English writing serve four functions: 1) Translanguaging: Enabling people who have access to (elements of) English and a traditionally Hebrew-script language (Yiddish, Ladino, Modern Hebrew, Textual Hebrew, Textual Jewish Aramaic) to represent both languages in the same text; 2) Symbolism: Highlighting English-speaking Jews’ Jewish and other identities simultaneously; 3) Code: Communicating coded messages to other Jews; and 4) Pedagogy: Teaching Hebrew decoding to English speakers or teaching English to readers of Yiddish or Ladino. Digraphic texts are bivalent, seen as part of multiple languages simultaneously.
APA, Harvard, Vancouver, ISO, and other styles
10

Chang, Yu-Jung. "Learning English today: what can World Englishes teach college students in Taiwan?" English Today 30, no. 1 (February 5, 2014): 21–27. http://dx.doi.org/10.1017/s0266078413000527.

Full text
Abstract:
With the global spread of English, research in World Englishes (WE) has burgeoned in the past two decades. Its concepts have been taken up by researchers in Teaching English to Speakers of Other Languages (TESOL) to question ‘native-speakerism’ (Holliday, 2005, 2006) in English instruction. However, the implications of this theoretical discussion have so far yet to be realized in EFL classrooms, where teachers and learners alike still largely submit to native-speaker norms. This study therefore aims to examine how discussions of power, politics, and the spread of Englishes might influence students’ perceptions of English and their experiences of learning and using English. The analysis focuses on papers written by students enrolled in a semester-long WE course, and demonstrates the value of bringing WE into English curriculums to help students become critical learners and confident users of English today.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teaching English to Speakers of Other Languages"

1

Anderson, Christopher. "Deconstructing teaching English to speakers of other languages : problematising a professional discourse." Thesis, Canterbury Christ Church University, 2002. http://create.canterbury.ac.uk/12113/.

Full text
Abstract:
This thesis provides a post-modern critique of the profession of Teaching English to Speakers of Other Languages (TESOL). This critique derives from the findings of a progressivist applied ethnographic study of group of ESOL teachers working at an institution of higher education in Britain. The analysis of the findings using post-modern theory revealed that there was a complex mêlée of discourses (in the Foucauldian sense) at work in the research setting: a localised idiosyncratic discourse containing the voices of the teachers and the management, and a dominating mainstream discourse containing institutional and academic voices. The teachers in their classroom practices and their construction of these practices reproduced the norms of this dominant discourse in a pedagogy which can be described as weak communicative language teaching. This reproduction resulted in contradictions in their practices and constructions of their practices with regard to learner-centredness and to the superiority of the pedagogy, as well as to tensions and conflicts between the ethos of education and the requirements of an ‘industry’. Three arguments emerge from these problems: 1. The pedagogy helps to maintain the low-status of TESOL because it reduces teaching to a series of ‘universally-applicable’ techniques and skills, the rudiments of which can be taught on a one-month training course. This pedagogy suits the institutional voice which regards TESOL as a private-sector industry. 2. This modernist ‘scientific’ pedagogy constructed as ‘universally-applicable’ and superior to other ways of teaching is potentially inappropriate because it cannot respond to social, cultural and political contexts of the classrooms in which it is used. 3. The pedagogy is legitimised with theories of learner-centredness that claim to be responsive to students’ needs engendering learner autonomy and self-actualisation while creating a ‘democratic’ and participative classroom. Using Focauldian theory, it can be seen that learner-centredness in fact masks the subtle operation of biopower, and is commensurate with a pedagogy designed as a commodity. These arguments can be located in wider shifts in education and professionalism in late-modern consumer capitalism where the public sector is being invaded by private-sector discourses. I finally propose the possibility of an alternative post-modern pedagogy with a commensurate post-modern critical profession.
APA, Harvard, Vancouver, ISO, and other styles
2

Tutunis, Birsen. "Integration of microcomputers into the teaching of English to speakers of other languages." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.

Full text
Abstract:
This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.
APA, Harvard, Vancouver, ISO, and other styles
4

Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yildiz, Selin. "Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2052.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Price, Sarah. "English for Speakers of Other Languages Students' Perceptions of a Communicative Curriculum in a Family English Class." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bider, Mary Kay. "Teamwork and place-based curriculum and instruction in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2268.

Full text
Abstract:
The purpose of this project is to apply the theories of John Dewey's experiential learning, providing the foundation of place-based curriculum incorporating community investigation, outdoor education, and project-based learning into an EFL curriculum.
APA, Harvard, Vancouver, ISO, and other styles
8

Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.

Full text
Abstract:
The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.
APA, Harvard, Vancouver, ISO, and other styles
9

Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.

Full text
Abstract:
In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment. In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
APA, Harvard, Vancouver, ISO, and other styles
10

Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.

Full text
Abstract:
This field study report covers four major areas : 1. Error analysis in language teaching and learning and its procedures 2. The relevance of error analysis to the teaching of English as a foreign language in the Vietnamese situation 3. Analysis of errors made by Vietnamese speakers 4. The use of error analysis in teaching English to Vietnamese speakers. Error analysis can be a useful adjunct to second language teaching, since it serves two related but distinct functions : the one, practical and applied in everyday teaching, and the other, theoretical, leading to a better understanding of the second language learning acquisition process. This study emphasizes the practical uses of error analysis in teaching and correction techniques, materials development and syllabus design. It is hoped that error analysis will make some contribution to the teaching of English as a foreign language to Vietnamese speakers, whose language is quite different from English and whose culture is far from being similar to that of English native speakers. This study is aimed at helping Vietnamese teachers of English to change their attitude to students' errors and see them in a more positive way, rather than as signs of failure on the students' part. It is suggested that a teacher of English must be able to recognize errors when they occur, to form some idea of the kind of error made and also why they occur. Finally, he must then be able to draw, from the analysis thus made, some conclusions as to what and how he should teach.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teaching English to Speakers of Other Languages"

1

Camenson, Blythe. Opportunities in teaching English to speakers of other languages. Lincolnwood, Ill: VGM Career Horizons, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Camenson, Blythe. Opportunities in Teaching English to Speakers of Other Languages. New York: McGraw-Hill, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jose, Paniza, ed. Painless junior English for speakers of other languages. Hauppauge, NY: Barron's Educational Series, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Philip, Race, ed. 500 tips for TESOL: Teaching English to speakers of other languages. London: Kogan Page, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Messerschmitt, Dorothy S. Dilemmas in teaching English to speakers of other languages: 40 cases. Ann Arbor: University of Michigan Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Philip, Race, ed. 500 tips for TESOL (teaching English to speakers of other languages). London: Kogan Page, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Praxis II English to speakers of other languages (0361). 2nd ed. Piscataway, N.J: Research & Education Association, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Christina, Michaud, ed. Goal-driven lesson planning for teaching English to speakers of other languages. Ann Arbor: University of Michigan Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Celce-Murcia, Marianne. Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hjelt, M. Christine. Teaching English to speakers of other languages: A guide for the volunteer teacher. Syracuse, N.Y: New Readers Press, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Teaching English to Speakers of Other Languages"

1

Simpson, James. "English for speakers of other languages." In The Routledge Handbook of English Language Teaching, 177–90. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Liu, Yiqi, and Angel M. Y. Lin. "Popular Culture and Teaching English to Speakers of Other Language (TESOL)." In Language, Education and Technology, 87–101. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Peercy, Megan Madigan, and Maria Joie Austria. "“It’s Just Really Relevant to Them”: One School District’s Efforts to Teach English Learning Arts Credit-Bearing Newcomer English for Speakers of Other Languages Courses." In Teaching English Language Arts to English Language Learners, 215–39. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McLelland, Nicola. "Which languages do English speakers want to learn?" In Teaching and Learning Foreign Languages, 5–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315624853-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Barbour, J. Stephen. "Do English-speakers really need other languages?" In Translation in Undergraduate Degree Programmes, 185–95. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.13bar.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Foulis, Angela. "Languages Other Than English Being Taught in Primary Schools." In The Challenge of Teaching, 61–65. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Makalela, Leketi. "6. Teaching Indigenous African Languages to Speakers of Other African Languages: The Effects of Translanguaging for Multilingual Development." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt, 88–104. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lei, Li. "Multilingualism in Teaching Chinese to Speakers of Other Languages (TCSOL): Insights from TCSOL Teacher Education." In Multilingual Education Yearbook, 149–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41211-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zhou, Qihong. "The Construction of a Collocation List Based on Academic Papers of Teaching Chinese to Speakers of Other Languages." In Lecture Notes in Computer Science, 576–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81197-6_49.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Elmore, Jessica. "Exploring the Information Literacy Experiences of ESOL (English for Speakers of Other Languages) Learners: A Discussion of Methods." In Communications in Computer and Information Science, 611–15. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_61.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teaching English to Speakers of Other Languages"

1

Laghos, Andrew, and Panayiotis Laghos. "MUSICALL: MUSIC ASSISTED LANGUAGE LEARNING & TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0402.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lisboa Antunes, Maria José. "The Role of the Student in The English to Speakers of Other Languages Learning Process." In The International Conference on Advanced Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icate.2019.04.261.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Islamov, R. S. "THE EXPERIENCE OF TEACHING ENGLISH SPECIAL LEXIS FOR THE MULTILINGUAL GROUPS OF CHEMICAL DEPARTMENTS (BASED ON THE ONOMASTICS OF D.I. MENDELEYEV'S PERIODIC TABLE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.130-138.

Full text
Abstract:
The paper observes the matter of proper names of chemical elements of the periodic table by D.I. Mendeleev, the history of their origin, and transformation while the morphemic and semantic loaning from Greek and Latin languages. Moreover, the name for this lexis is proposed as stoichonyms. The topic under discussion is actual for chemistry students in classes of English. The paper provides an example of multilingual group of the speakers of Russian, Tajik, and Kyrgyz languages. The special interest is the comparative lexemic analysis of the names of chemical elements in these three languages. By means of it, one can conclude on the students' perception of the scientific lexis in the light of its etymology, on the one hand. On the other hand, one can make an approach to teaching the special lexis not only by language teacher but chemistry as well.
APA, Harvard, Vancouver, ISO, and other styles
4

Anderson, Jane. "THE USE OF THE INITIAL TEACHING ALPHABET (I.T.A.) FOR ACQUISITION OF ENGLISH PHONOLOGY, VOCABULARY, GRAMMAR, READING, AND WRITING BY SPEAKERS OF OTHER LANGUAGES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Han, Bing. "Cultural Penetration and Teaching Strategies in Teaching Chinese to Speakers of Other Languages." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yang, Zhou. "Chinese Culture Communication in Teaching Chinese to Speakers of Other Languages." In Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wang, Cunbao. "Analysis of Culture Education in Teaching Chinese to Speakers of Other Languages." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Saddhono, Kundharu. "Implementation of Thematic Instructional Materials in Teaching Indonesia to Speakers of Other Languages (TISOL)." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009020002890292.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Research on Typical Chinese Modal Particles for Teaching Chinese to Speakers of Other Languages." In 2021 International Conference on Management, Education and Information. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0002011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Doudou, Feng. "Research on Ideological and Political Theory Courses in Teaching Chinese to Speakers of Other Languages." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.054.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teaching English to Speakers of Other Languages"

1

Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

Full text
Abstract:
In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Teaching English to Speakers of Other Languages' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography