(Non-)signalling of coherence structures in English learner writing

2014 ◽  
pp. 243-266
Author(s):  
Barbara Schiftner
Keyword(s):  
English Learner

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

scholarly journals Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

2016 ◽  
Vol 18 (1) ◽  
pp. 7 ◽  
Author(s):  
Dafney Blanca Dabach ◽  
Aliza Fones
Keyword(s):  
Social Studies ◽  
English Learners ◽  
Citizenship Education ◽  
Immigrant Students ◽  
Funds Of Knowledge ◽  
English Learner ◽  
Formal Schooling ◽  
Social Studies Teacher ◽  
Inclusive Society ◽  
Forms Of Knowledge

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as “English learners” and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth’s transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students’ transnational funds of knowledge in the classroom, focusing on a Pakistani student’s return visit to his country of origin. The teacher’s orientation toward students’ transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants’ transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society. </span></p></div></div></div></div>

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

scholarly journals Equitable Access for Secondary English Learner Students

2016 ◽  
Vol 52 (3) ◽  
pp. 463-496 ◽  
Author(s):  
Rebecca M. Callahan ◽  
Dara Shifrer
Keyword(s):  
English Learner ◽  
Equitable Access ◽  
Secondary English

scholarly journals CULTURAL OBSTACLE IN THE COMMUNICATION BETWEEN NATIVE SPEAKER AND NON NATIVE SPEAKER IN ENGLISH.

2020 ◽  
Vol 7 (2) ◽  
pp. 211-215
Author(s):  
Sogimin Sogimin
Keyword(s):  
Social Media ◽  
Native Speaker ◽  
English Learner ◽  
Language Competence ◽  
Cultural Aspects ◽  
The Social ◽  
The One ◽  
Descriptive Method ◽  
British People

This research describes the cultural obstacles in the communication oral and written between native speaker and non native speaker in English.  The obstacles of cultural is one of main obstacles in the  two peoples of communication in the different culural. The research,especially describes the one case of communication between Indonesian people and British people in the social media WhatsApp. The main data of the research is the communication transcript in the social media WhatsApp. Besides of that, the data comes from the interview with the responden.             The research is the case study of the Indonesian people and British people. The data analysis uses qualitative and descriptive method. The result of research shows the miscommunication from different cultural in English. This miscommunication not only caused of the skill of language(language competence) but also difference of cultural between of two peoples. Suggested  to the English learner that  not only learns in the languages aspects but also learns in the cultural aspects, because both of them coud not separate and interplay each others.

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