scholarly journals On the Direction of Primary English Teaching Focused on Fostering English Language Learners' Creativity for Pre-service Elementary Teachers

2017 ◽  
Vol 28 (null) ◽  
pp. 119-130 ◽  
Author(s):  
Jinseok Kim
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Language Learners ◽  
English Language ◽  
English Teaching

Urban Elementary Teachers’ Perspectives on Teaching Science to English Language Learners

2009 ◽  
Vol 20 (3) ◽  
pp. 263-286 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera ◽  
Cory Buxton ◽  
Randall Penfield ◽  
Walter G. Secada
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Language Learners ◽  
English Language ◽  
Teaching Science ◽  
Teachers Perspectives

Learning English through Movies: Adult English Language Learners’ Perceptions

2018 ◽  
Vol 8 (12) ◽  
pp. 1567 ◽  
Author(s):  
Waheeb S. Albiladi ◽  
Fahad H. Abdeen ◽  
Felicia Lincoln
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Tools ◽  
English Teaching ◽  
Reading Vocabulary

The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.

The lived experience of teaching literacy to English language learners among experienced, mainstream, elementary teachers using a coculturation perspective

2015 ◽  
Author(s):  
◽  
Jennifer Stegall
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Lived Experience ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
University Of Missouri ◽  
Teachers Perceptions ◽  
Qualitative Phenomenology ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Given the growing number of English Language Learners (ELL) in elementary schools and their potential struggles with literacy development, this qualitative phenomenology used a coculturation perspective to investigate the lived experience of teaching literacy to ELLs in mainstream elementary classrooms. In-depth interviews were conducted to learn about teaching literacy to ELLs among experienced, mainstream elementary teachers in the Midwest and South. Three shared experiences emerged: a) teachers negotiated a range of personal emotions, b) teachers drew on relationships as resources, and c) teachers perceptions of literacy for ELLs evolved. Findings indicated that participants realized they will probably have ELLs in their classrooms and teaching ELLs can be challenging yet satisfying. As the ELL population continues to grow, teachers will need to rely on others to help ELLs overcome their struggles with literacy development. Teaching literacy to ELLs is a process of discovery and teachers need to be open for potential changes in perceptions that will help them provide more effective literacy instruction. This study revealed that educators need to develop expertise throughout their careers.

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