The aim of this research was to design a blended in-service training program for developing technopedagogical skills (B-INSET for TPD) in teaching English. 12 lecturers in an intensive English language program at a state university formed the study group in the research. In the design-based research, the expectations of the administrators,…

This program profile describes how teachers and administrators have collaborated in the design and implementation of a number of linguistic, cultural, and transmodal pedagogical and curricular initiatives. Strategies that writing teachers can implement to best meet the needs of multilingual students across a range of institutional contexts are…

This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and…

As one of the essential skills for success in work and studies, English communication is often made a key component in the GE curriculum of tertiary study programmes. In addition to the provision of required English proficiency courses, many tertiary institutions have established English centres of some description to promote English learning on…

Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's…

Using a liberatory discourse theoretical framework, this action research study investigated the experiences of students enrolled in basic skills English classes through a series of in-depth focus groups. The data were then analyzed in collaboration with students to draw conclusions. Student voices informed the data at every step of the inquiry…

Offering a high-quality education to English language learners (ELLs) is a challenge in schools across the United States. Yet, few studies have been conducted to investigate high school English as a second language (ESL) programs. This study provides insights into how a Kansas urban high school ESL program promotes access to the curriculum for…

A conference of 15 experts in English as a second language (ESL) from Indochinese programs across the country arrived at a consensus regarding the characteristics of an effective ESL program. Prior to ESL instruction, student needs must be addressed, including basic living needs, orientation in the native language, and seeking the collaboration of…

The special instructional needs of limited English proficient (LEP) students in special education programs are discussed. The degree of the student's disability (mild, moderate, or severe) directs both the program focus and the need for specialized knowledge to deliver appropriate instruction. A responsive English as a second language (ESL)…

The practicum is widely accepted as an integral part of the master's degree program for teachers of English to speakers of other languages (MATESOL) throughout the United States. While research has provided some insight, there is no clear consensus as to what the practicum's objectives should be. Moreover, the student clientele of MATESOL programs…

Language minority students can be served effectively by schools that are organized to develop educational structures and processes that take into consideration both the broader attributes of effective schooling practices and the specific attributes relevant to language minority students. Effective classrooms exemplify instructional strategies that…

In response to the increasing proportion of foreign graduate students in master's programs for teachers of English as a second language (MATESL), students in the University of Northern Iowa's program were surveyed concerning the appropriateness of the programs' design. In in-depth interviews and on questionnaires, foreign graduate students were…

A brief review of what is known about teaching English as a Second Language (ESL) to adults focuses on four areas: characteristics and needs of adult English language learners; program design and instructional practices; ESL teacher preparation and staff development; and learner assessment and outcomes. Teachers are urged to let colleagues,…

This annotated bibliography lists 48 resources intended for elementary and secondary level educators with a student population that includes limited-English-proficient (LEP) students, often over the traditional age for their educational level, who have not had continuous formal education. These students may have limited or no literacy in their…

When foreign graduate students come to the United States for master's-level training as teachers of English as a second language, they return to their homes countries well-prepared with up-to-date teaching theory and practice. However, the teacher education programs in the United States are prepared for the students only to the extent that they…