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Direct linkTigert, Johanna M.; Peercy, Megan Madigan – TESOL Journal, 2018
The emphasis on English language learner (ELL) education in the United States has shifted heavily toward integrated content and language instruction. Now, English for speakers of other languages (ESOL) teachers are expected to teach language through content areas, such as math, in an effort to meet the needs of ELLs. However, ESOL teacher…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Rueckert, Daniel L. – TESOL Journal, 2013
In 2011, Oklahoma City University (OCU) opened its Community English School. This school implemented a project-based curriculum that was designed to accommodate English language learners from various proficiency levels and with varying amounts of time to invest in learning a new language. The school was staffed completely by students in OCU's MA…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Teaching Methods
Tatzl, Dietmar – TESOL Journal, 2013
This microethnographic case study discusses the effects of translating and revising documents for an English-medium master of science in engineering programme in terms of workload and value for English for Specific Purposes (ESP) teacher development, integration, and enculturation. During the changeover from the diploma to bachelor-master…
Descriptors: English for Special Purposes, Language Teachers, Ethnography, Case Studies
Verplaetse, Lorrie Stoops; Ferraro, Marisa; Anderberg, Ann – TESOL Journal, 2012
This article reports on mainstream teachers who took part in a federally funded master's in teaching English to speakers of other languages (TESOL) program and through a series of collaborative efforts have become experts in their own school systems and leaders in English as a second language (ESL) teacher preparation throughout their region.…
Descriptors: Teacher Collaboration, English (Second Language), Second Language Learning, Masters Programs
Moussu, Lucie – TESOL Journal, 2010
Several scholars have investigated the strengths and weaknesses of native-English-speaking (NES) and nonnative-English-speaking (NNES) teachers of English as a second language (ESL), but few researchers have explored intensive English program (IEP) administrators' and ESL teachers' perspectives on teacher training and the strengths and weaknesses…
Descriptors: Preservice Teacher Education, Preservice Teachers, English (Second Language), Second Language Learning
Peer reviewedLiu, Dilin – TESOL Journal, 2000
Discusses how the MATESOL program at Oklahoma State University has overcome the drawbacks of a single-site program by implementing a multiple-site practicum where students choose a primary site according to their particular area of interest or intended teaching job. Illustrates the feasibility of a multiple-site practicum and highlights its…
Descriptors: English (Second Language), Higher Education, Language Teachers, Masters Programs
Peer reviewedPolio, Charlene; Wilson-Duffy, Carol – TESOL Journal, 1998
Investigates the concerns and difficulties of international students from non-English speaking countries during the Teaching English as a Second Language (TESOL) practicum component of a master's TESOL program. Interviews with students before, during, and after the practicum and examination of their journals and assignments indicated that they had…
Descriptors: Cultural Influences, English (Second Language), Graduate Students, Higher Education
