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Yang, Shizhou – TESOL Journal, 2022
Little is known about literacy autobiography (LA) in the English as a foreign language (EFL) context. Using the triad of translingualism, transnationalism, and investment as a lens to examine the classroom writing ecology (which is composed of the participants, process, artifacts, and structure), the present ethnographic case study explores a…
Descriptors: Literacy, Autobiographies, Ecology, Second Language Learning
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Zhu, Jingyi – TESOL Journal, 2022
This study addressed how picture books featuring international characters could potentially support international students in their transitions to a new Western cultural and social context. Drawing on culturally sustaining pedagogy (Paris, 2012), community of practices (Lave, 1996), and reader-response theory (Rosenblatt, 1982), this article…
Descriptors: Picture Books, Foreign Students, Culturally Relevant Education, Western Civilization
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Jen Stacy; Nallely Arteaga; Yesenia Fernández; Elexia Reyes McGovern; Pablo C. Ramirez – TESOL Journal, 2025
In California, multilingual (ML) teachers seeking Bilingual Authorization or ongoing professional development must confront the field's sedimentary tensions. Cultivating culturally sustaining approaches to language learning in PreK-12 school communities requires embedding humanizing practices at the core of ML teacher education and professional…
Descriptors: Multilingualism, Spanish, English (Second Language), Second Language Learning
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Jorge Solís; Kristen Lindahl; Bedrettin Yazan – TESOL Journal, 2024
This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research-practice partnership between a large public university and two school districts in south Texas that engages in-service…
Descriptors: Professional Identity, English (Second Language), Second Language Learning, Second Language Instruction
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Stewart, Mary Amanda; Walker, Katie – TESOL Journal, 2017
Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late-arrival English learners (ELs) in middle and high schools. ELs bring a wealth of life experiences, diverse…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, History
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Ewert, Doreen E. – TESOL Journal, 2014
Teachers of English as a second language (ESL) are often on the frontline of working with adult ESL learners who are facing a difficult developmental pathway to academic and/or economic success. These learners come to the task of learning English with widely varying schooling experiences, degrees of first language literacy, and English language…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Critical Thinking
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Wei, Michael; Zhou, Yalun – TESOL Journal, 2012
The impact of social dimensions (e.g., parental involvement) on second language literacy acquisition is not well studied in the field (August & Shanahan, 2008). Although quite a few studies report immigrant parents' belief and perspectives of their children's second language reading and writing, it remains unknown for school teachers…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Parent Participation
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Vorobel, Oksana; Kim, Deoksoon – TESOL Journal, 2011
This qualitative instrumental case study explores various factors that might influence upper-intermediate-level English as a second language (ESL) students' summarizing from a sociocultural perspective. The study was conducted in a formal classroom setting, during a reading and writing class in the English Language Institute at a university in the…
Descriptors: Second Language Learning, Sociocultural Patterns, Observation, Literacy
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Decapua, Andrea; Marshall, Helaine W. – TESOL Journal, 2010
This article reports on the results of a 5-month intervention in one high school class of English language learners (ELLs) with limited or interrupted formal education using an instructional model developed by the authors. These students are a challenging group for educators, especially at the high school level because they must master content…
Descriptors: Intervention, Second Language Learning, English (Second Language), High School Students
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Martinez, Gilda; Laster, Barbara P.; Conte, Betty – TESOL Journal, 2010
Message boards provide an opportunity for students, teachers, and parents to write (or draw) about a story from their lives on a large or small chalkboard. Oral language is then used to describe the written message during a structured circle time. (It is a variation of the traditional show-and-tell except that the focus is on the communication of…
Descriptors: Preschool Education, Oral Language, Second Language Learning, English (Second Language)
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Giouroukakis, Vicky; Honigsfeld, Andrea – TESOL Journal, 2010
This multicase study investigated the impact of high-stakes testing on the literacy practices of teachers of high school English language learners (ELLs) in three Long Island, New York, school districts, in one of the most racially and socioeconomically segregated regions of the United States. The goal of the study was to explore what kinds of…
Descriptors: Testing, Second Language Learning, High Stakes Tests, Lifelong Learning
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Quinlisk, Carla Chamberlin – TESOL Journal, 2003
Stresses the importance of developing media literacy in the English-as-a-Second/Foreign-Language classroom, not only as a way to incorporate mass media as a source of linguistic input, but also as a tool for learning to interpret multiple layers of messages and to separate mediated images of people, places, things, ideas, and values from those of…
Descriptors: English (Second Language), Literacy, Mass Media, Second Language Instruction