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Lilia Savova; Maryam Azarnoosh – TESOL Journal, 2024
To examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic "English as a lingua franca" (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self-selected English speakers and anonymous (audio-recorded) English speakers as…
Descriptors: English (Second Language), Second Language Learning, Role Models, Self Concept
Jessica G. Cox; Lauren Y. Chen; Harriet Okatch – TESOL Journal, 2024
Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and…
Descriptors: Barriers, Electronic Learning, English (Second Language), Adults
Art Tsang – TESOL Journal, 2024
Despite scholars' advocacy of intelligibility over nativelikeness in the EFL education context, many learners still seem to favour standard British and American accents. However, comparisons across studies have shown some changes in learners' perceptions, suggesting a move away from standard accent orientation. This article reports part of a…
Descriptors: Student Attitudes, Dialects, Pronunciation, Student Evaluation
Bilki, Zeynep; Plakans, Lia – TESOL Journal, 2022
Academic reading in English requires processing of challenging advanced texts for comprehension. Highly proficient second language (L2) readers, such as graduate students, are expected to interpret complex texts fluently and efficiently for academic success, yet the field has little evidence on how these readers process texts. Through two…
Descriptors: Second Language Learning, English (Second Language), Advanced Students, Reading Comprehension
Hamed Shafiei Rezvani Nejad – TESOL Journal, 2024
The increase in the English learner (EL) student population in the United States and these students' placement in U.S. public schools have created high priority demands to address their language and learning needs. General education teachers, however, are often unprepared or underprepared to work with ELs, with limited knowledge and expertise to…
Descriptors: English (Second Language), English Language Learners, Elementary School Teachers, Student Needs
Chan, Hang – TESOL Journal, 2023
The task-based language teaching (TBLT) approach has long drawn data from general learners and developed theories on the basis of those data. In this article, the author explores how to adapt TBLT materials for learners with special educational needs (LwSENs) who have difficulty learning, thinking, and communicating. TBLT conceptualizes…
Descriptors: Special Education Teachers, Task Analysis, Second Language Learning, Second Language Instruction
Edelman, Emily R.; Amirazizi, Samira A.; Feinberg, Daniel K.; Quirk, Matthew; Scheller, Jennifer; Pagán, Carlos R.; Persoon, Jamie – TESOL Journal, 2022
This article reports on a longitudinal, quasi-experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish-speaking English language learners (ELLs). Specifically, the study examined oral English language proficiency among students…
Descriptors: Teaching Methods, Grade 2, Grade 3, English (Second Language)
Moradi, Arezoo; Farvardin, Mohammad Taghi – TESOL Journal, 2020
Few studies have compared the nature of negotiation of meaning across face-to-face (FTF) and synchronous computer-mediated communication (SCMC) modes with mixed-proficiency dyads. Such comparisons can help identify important strengths and weaknesses of each mode. Therefore, this study explored whether FTF and SCMC modes differ in terms of…
Descriptors: Interpersonal Communication, Synchronous Communication, Computer Mediated Communication, Language Proficiency
Maamuujav, Undarmaa; Hardacre, Bahiyyih – TESOL Journal, 2022
Academic English has drawn criticism for its hegemonic status, and its dominance and legitimization as an "appropriate" language variety within academic and mainstream discourse communities have been problematized for stigmatizing home languages and dialects of multilingual and multidialectal students. However, students' proficiency in…
Descriptors: Academic Language, Second Language Learning, English (Second Language), Language Proficiency
Kongji Qin; Jordan Wolf; Lorena Llosa – TESOL Journal, 2025
Research indicates that dialogic teaching promotes students content understanding, learning engagement, and democratic participation in classroom discussion. However, dialogic teaching is often misconstrued as a challenge for multilingual learners because there is a tendency to view them as lacking English language proficiency for sustained…
Descriptors: Teaching Methods, Culturally Relevant Education, Multilingualism, Classroom Communication
Hassan Syed – TESOL Journal, 2024
In this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Ee-Ling Low – TESOL Journal, 2025
Singapore is an ethnically, linguistically, and culturally diverse nation-state that has always practiced deliberate language policy and planning. The bilingual education policy, introduced shortly after the young nation's independence has led to the emergence of English-knowing bilinguals who are proficient in both English and their ethnically…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Bilingualism
Marco A. Bravo; Eduardo Mosqueda; Kip Téllez – TESOL Journal, 2025
Providing instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual…
Descriptors: Mathematics Achievement, Mathematics Instruction, Language Proficiency, Spanish
Morita-Mullaney, Trish; Gao, Fang; Zhang, Rong – TESOL Journal, 2023
Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below-grade-level reading comprehension. Most literacy programs lack an explicit focus on oral language, vocabulary in use, and immersive writing, needed areas to improve reading comprehension and English proficiency among designated…
Descriptors: Literacy Education, English Language Learners, Language Proficiency, English (Second Language)
Wong, Kevin M.; Flynn, Rachel M.; Neuman, Susan B. – TESOL Journal, 2021
This study examines the potential of educational media to provide preschool-aged dual language learners (DLLs) with vocabulary in a new language. Drawing from dual-coding theory, the current study investigated how three distinct instructional contexts with varying degrees of incidental-intentional vocabulary exposure on screen might facilitate…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)