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Zoeller, Emily; Briceño, Allison – Reading Teacher, 2022
When working with bilingual readers, teaching for equity means building on students' linguistic strengths. To do so, we must provide intentionally designed holistic literacy instruction that encourages students to use their full literacy and linguistic repertoire. This article describes an asset-oriented approach called "Transliteracy"…
Descriptors: Bilingualism, Reading Instruction, Teaching Methods, Native Language
Wei, Li – ELT Journal, 2022
Following the multilingual trend in language education, translanguaging advocates active use of multiple languages and other meaning-making resources in a dynamic and integrated way in teaching and learning. When it comes to foreign language education, translanguaging advocates a view that the languages the learners already have should and can…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Code Switching (Language)
Salinas, Cristobal, Jr.; Rodríguez, Cristobal – Journal of Latinos and Education, 2023
"Testimonios" are used as a method to help understand and share the authors' lived experiences as "tocayos" with society and the human world, and to create interaction between both of them. The term "tocayo" is used to identify people who share the same name. The purpose of this paper is to share the lived experiences…
Descriptors: Males, Personal Narratives, Epistemology, Prior Learning
Roell, Christine – English Teaching Forum, 2019
A case study is a teaching method based on the description of a real or hypothetical situation that requires a solution or action. No analysis is provided, so learners analyze the case themselves to make a decision or produce possible solutions. Case studies have been in use for several decades to train students in business, law, medicine, and…
Descriptors: Case Method (Teaching Technique), Case Studies, English (Second Language), Second Language Instruction
Heinonen, Annemari; Tuomainen, Satu – Language Learning in Higher Education, 2020
The processes to assess students' learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students' non-formal and informal learning of English for Academic…
Descriptors: Learning Processes, Prior Learning, Foreign Countries, Laboratories
Kang, Hee-Seung – CEA Forum, 2017
In this article, Kang discusses how she scaffolded a comic book project in a university L2 writing class and argued for its pedagogical value in teaching multimodal argument and fostering critical thinking skills. Although this project was assigned in a specific university L2 writing class, it can be adapted to other types of writing courses and…
Descriptors: Cartoons, Second Language Instruction, College Students, Writing Instruction
Lou, Yingling – TESL Canada Journal, 2020
Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate…
Descriptors: Vocabulary Development, Content Area Reading, English Language Learners, Teaching Methods
Cui, Wenqi – Journal of International Students, 2019
Previous studies have identified that genres and genre knowledge are not only pivotal for the development of writing expertise but also for facilitating writing-related transfer. However, little research concerns issues of teaching genres for writing transfer to first-year English as a second language (L2) writers at universities in the US. This…
Descriptors: College Students, Foreign Students, Second Language Instruction, Second Language Learning
Gross, Esther; Crawford, Jenifer – CATESOL Journal, 2021
This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share…
Descriptors: Teaching Methods, Equal Education, Multilingualism, Progressive Education
Baird, Craig; Dooey, Patricia – Australian Journal of Indigenous Education, 2017
Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose…
Descriptors: Writing Skills, Writing Tests, Skill Analysis, Prior Learning
Ridley, Jackie; Kim, Somin; Yoon, Esther – Kappa Delta Pi Record, 2019
The authors explore ways teachers and school administrators can draw on the prior experiences and diverse language and literacy practices of refugee ELLs to develop culturally and linguistically responsive curriculums that support language learning and overall school success of these students.
Descriptors: Refugees, English Language Learners, Culturally Relevant Education, Curriculum Development
Keefer, Natalie; Lopez, Julia; Young, Jyhane; Haj-Broussard, Michelle – Social Studies and the Young Learner, 2020
At the intersection of social studies and world language curricula are opportunities to explore students' prior learning with vocabulary-rich content designed to support language acquisition goals. "Funds of knowledge" is defined as socio-cultural, economic, and historical knowledge from home and community settings. The instructional…
Descriptors: Social Studies, Spanish Speaking, Prior Learning, Teaching Methods
Yamauchi, Lois A.; Taira, Kazufumi; Trevorrow, Tracy – International Journal of Teaching and Learning in Higher Education, 2016
Engagement is related to important student outcomes such as persistence, retention, and grades. It is key to all students' learning, but it may be particularly important for culturally diverse students who may have fewer models and other resources for keeping themselves engaged. As the institutions of higher education become increasingly…
Descriptors: Instructional Effectiveness, Standards, Teaching Methods, Prior Learning
Vecellio, Shawn – Multicultural Education, 2012
The course the author teaches in Cultural Diversity is a requirement for pre-service teachers seeking a Preliminary Teaching Credential as well as for in-service teachers who have returned to earn the California Teachers of English Learners (CTEL) Certificate. As part of this course the author requires a literature analysis assignment. In this…
Descriptors: Cultural Pluralism, Second Language Learning, Writing (Composition), Reader Response
Hauschild, Staci; Poltavtchenko, Elena; Stoller, Fredricka L. – English Teaching Forum, 2012
In this article, the authors endorse a model that uses themes as springboards for language improvement, accompanied by the added benefit of content learning, though to differing degrees depending on the instructional setting. The themes that teachers choose to integrate into their language classrooms may reflect serious issues (e.g., elections,…
Descriptors: Environmental Education, English (Second Language), Listening, Language Skills