This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
A Second Look at Student-Initiated Feedback in Foreign Language Writing Melanie Gonzalez
This study examined student-initiated feedback during writing workshops in beginning French classes over two semesters. The researchers found that students predominantly asked linguistic questions about vocabulary and syntax. Students also often asked undirected questions seeking confirmation that their work was correct. Overall, students felt the feedback helped them complete their writing tasks and learn. The high proportion of linguistic questions may reflect the students' low proficiency level. Further research could examine students at higher levels and focus on one class over time.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
The Lexical Profile of Diverse and Sophisticated Academic EssaysMelanie Gonzalez
Presentation at the 14th Annual Symposium on Second Language Research in Auckland, New Zealand
Abstract: This presentation reports on a study that examined the contribution of word frequency to lexical diversity and sophistication in academic writing proficiency. Findings suggest that mid-frequency vocabulary may have a greater role than is typically given in the L2 composition classroom. Implications for practice and further analysis are discussed.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
This document discusses explicit language development (ELD) instruction for English learners. It defines ELD as explicitly teaching the forms of English, including vocabulary, grammar, and language functions, with a focus on speaking and listening. It cites research that shows stand-alone ELD classes taught in a systematic way leads to stronger English proficiency gains compared to other models. However, ELD faces challenges due to lack of resources and disbelief in its effectiveness. The document calls for advocates to address these issues and crowd-source teaching materials to help make high-quality ELD instruction a reality.
The relationship between vocabulary size and diversity in L2 writing (Vocab@V...Melanie Gonzalez
This study examined differences in vocabulary size and lexical diversity between non-native English speakers (NNS) and native English speakers (NS) in their academic writing. It found that NS texts had greater lexical diversity and used less common words than NNS texts. Lexical diversity, as measured by the MTLD score, was the strongest predictor of writing quality for both groups and accounted for more variation in ratings than vocabulary size. While vocabulary size helped advance scores from a level 2 to 3, lexical diversity was more important for pushing compositions into the higher 4 to 5 quality range. The findings suggest vocabulary instruction needs to go beyond growing word banks to teaching writers how to vary words in their compositions.
A Second Look at Student-Initiated Feedback in Foreign Language Writing Melanie Gonzalez
This study examined student-initiated feedback during writing workshops in beginning French classes over two semesters. The researchers found that students predominantly asked linguistic questions about vocabulary and syntax. Students also often asked undirected questions seeking confirmation that their work was correct. Overall, students felt the feedback helped them complete their writing tasks and learn. The high proportion of linguistic questions may reflect the students' low proficiency level. Further research could examine students at higher levels and focus on one class over time.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
The Lexical Profile of Diverse and Sophisticated Academic EssaysMelanie Gonzalez
Presentation at the 14th Annual Symposium on Second Language Research in Auckland, New Zealand
Abstract: This presentation reports on a study that examined the contribution of word frequency to lexical diversity and sophistication in academic writing proficiency. Findings suggest that mid-frequency vocabulary may have a greater role than is typically given in the L2 composition classroom. Implications for practice and further analysis are discussed.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
This document discusses explicit language development (ELD) instruction for English learners. It defines ELD as explicitly teaching the forms of English, including vocabulary, grammar, and language functions, with a focus on speaking and listening. It cites research that shows stand-alone ELD classes taught in a systematic way leads to stronger English proficiency gains compared to other models. However, ELD faces challenges due to lack of resources and disbelief in its effectiveness. The document calls for advocates to address these issues and crowd-source teaching materials to help make high-quality ELD instruction a reality.
The relationship between vocabulary size and diversity in L2 writing (Vocab@V...Melanie Gonzalez
This study examined differences in vocabulary size and lexical diversity between non-native English speakers (NNS) and native English speakers (NS) in their academic writing. It found that NS texts had greater lexical diversity and used less common words than NNS texts. Lexical diversity, as measured by the MTLD score, was the strongest predictor of writing quality for both groups and accounted for more variation in ratings than vocabulary size. While vocabulary size helped advance scores from a level 2 to 3, lexical diversity was more important for pushing compositions into the higher 4 to 5 quality range. The findings suggest vocabulary instruction needs to go beyond growing word banks to teaching writers how to vary words in their compositions.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
“The state of the field effects of program type, personality, and language b...mmebrady
This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
This document outlines 14 guidelines for effective English language development (ELD) instruction based on research on English learners. The guidelines are grouped into those that are strongly supported by evidence and those that are emerging hypotheses. The strongly supported guidelines recommend that ELD instruction be provided daily with a focus on listening and speaking, explicit teaching of English elements, integration of meaning and communication, and corrective feedback. Emerging guidelines suggest maximizing English use while strategically using students' primary language, teaching language learning strategies, emphasizing academic language, continuing ELD through advanced proficiency levels, using language objectives, grouping by proficiency for ELD then mixing for other classes, and prioritizing ELD programs.
A case study on college english classroom discourseAzam Almubarki
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
This document introduces the key uses of academic language, which are ways that language can be used for specific purposes across academic contexts. The four key uses are: argue, explain, recount, and discuss. Each key use has certain language features and examples provided. The key uses are meant to better align language demands with academic standards and describe how students are expected to use language for different purposes in schools.
Using the common core standards to improve world language instructionmmebrady
The document discusses using the Common Core State Standards to improve world language instruction. It begins by asking participants to write a short press release describing the CCSS. It then provides a definition of the CCSS, stating that they are nationally benchmarked standards designed to set high expectations aligned with college and career readiness across all subject areas. The document goes on to list several CCSS standards that are already addressed in world language instruction, such as writing narratives, revising work, and using technology. It provides an example lesson plan for teaching about a famous Latin American figure that incorporates writing, reading, speaking, and language standards. It concludes by listing some resources for the CCSS.
ELD instruction guidelines are presented that are grouped by strength of supporting evidence. Two guidelines are supported by relatively strong evidence: 1) Providing ELD instruction is better than not providing it, and 2) ELD instruction should include carefully planned interactive student activities. Several guidelines are based on emerging hypotheses from recent EL research, including that ELD instruction should emphasize a separate daily block, listening and speaking, explicit language teaching, and integrating meaning. Guidelines applicable to but not specifically about ELD instruction include planning with language objectives and grouping students by proficiency. Tables provide details on research studies, syntheses, and meta-analyses supporting the guidelines.
2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages.
Orientation to english in english medium instruction universitiesAli Karakaş
This study examines Turkish university lecturers' and students' perceptions of and orientation to English as the medium of instruction. Semi-structured interviews were conducted with students from three universities in Turkey. Preliminary findings suggest students have a positive view of their English proficiency, particularly in writing where they aim for native-like proficiency. Their orientation to spoken English is more pragmatic, focusing on effective communication over native-like fluency. Students' views appear influenced by standard language ideologies that prize native-like English.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
Factors Affecting Language Learning Strategies_GE6533Vino_thini
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
This thesis examines the omission of subject pronouns in writing tasks of pre-intermediate English language learners. The researcher aims to study the frequency of omission and whether factors like gender, age, or prior English exposure affect rates of omission. Writing samples from 11 students aged 13-18 will be analyzed using checklists to code omissions. Results will help teachers understand common errors to address in teaching writing.
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
This study examined the role of authentic texts with vocabulary tasks on improving L2 English reading comprehension among ESP students in Jordan. It utilized a quasi-experimental pre-test/post-test design with a control and experimental group. The experimental group received treatment involving authentic materials and follow-up vocabulary activities over one semester, while the control group received regular instruction. Results were analyzed using independent samples t-tests to determine if differences existed in reading comprehension scores between the groups. The findings could help inform best practices for developing L2 reading skills through meaningful vocabulary instruction and authentic texts.
Authenticity and CLIL: Examining Authenticity from an International CLIL Pers...Richard Pinner
1) The article examines how CLIL (Content and Language Integrated Learning) students define authenticity from an international perspective. It discusses definitions of authenticity in EFL and CLIL, and the authenticity of purpose.
2) A mixed methods study was conducted with 103 CLIL students. The study found that students most associated authenticity with content, and saw the role of content in CLIL classrooms as very important. Students' main priorities were slightly focused on improving language skills over learning content, but both were seen as almost equally important along with study skills.
3) The article establishes the importance of authenticity in CLIL, explores how CLIL students define it, and examines the connection between learning
This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
This document provides an overview of evidence-based practices for teaching writing. It discusses the importance of writing and why it may be difficult for some students. It explains that the Common Core State Standards address writing across different text types and purposes. The document outlines 10 evidence-based instructional practices for teaching writing, including strategy instruction, modeling text, conferencing, and setting goals. It emphasizes that differentiated instruction and Universal Design for Learning principles can help meet the needs of diverse learners. Response to Intervention is discussed as a framework for providing tiered support in writing.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
“The state of the field effects of program type, personality, and language b...mmebrady
This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
This document outlines 14 guidelines for effective English language development (ELD) instruction based on research on English learners. The guidelines are grouped into those that are strongly supported by evidence and those that are emerging hypotheses. The strongly supported guidelines recommend that ELD instruction be provided daily with a focus on listening and speaking, explicit teaching of English elements, integration of meaning and communication, and corrective feedback. Emerging guidelines suggest maximizing English use while strategically using students' primary language, teaching language learning strategies, emphasizing academic language, continuing ELD through advanced proficiency levels, using language objectives, grouping by proficiency for ELD then mixing for other classes, and prioritizing ELD programs.
A case study on college english classroom discourseAzam Almubarki
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
This document introduces the key uses of academic language, which are ways that language can be used for specific purposes across academic contexts. The four key uses are: argue, explain, recount, and discuss. Each key use has certain language features and examples provided. The key uses are meant to better align language demands with academic standards and describe how students are expected to use language for different purposes in schools.
Using the common core standards to improve world language instructionmmebrady
The document discusses using the Common Core State Standards to improve world language instruction. It begins by asking participants to write a short press release describing the CCSS. It then provides a definition of the CCSS, stating that they are nationally benchmarked standards designed to set high expectations aligned with college and career readiness across all subject areas. The document goes on to list several CCSS standards that are already addressed in world language instruction, such as writing narratives, revising work, and using technology. It provides an example lesson plan for teaching about a famous Latin American figure that incorporates writing, reading, speaking, and language standards. It concludes by listing some resources for the CCSS.
ELD instruction guidelines are presented that are grouped by strength of supporting evidence. Two guidelines are supported by relatively strong evidence: 1) Providing ELD instruction is better than not providing it, and 2) ELD instruction should include carefully planned interactive student activities. Several guidelines are based on emerging hypotheses from recent EL research, including that ELD instruction should emphasize a separate daily block, listening and speaking, explicit language teaching, and integrating meaning. Guidelines applicable to but not specifically about ELD instruction include planning with language objectives and grouping students by proficiency. Tables provide details on research studies, syntheses, and meta-analyses supporting the guidelines.
2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages.
Orientation to english in english medium instruction universitiesAli Karakaş
This study examines Turkish university lecturers' and students' perceptions of and orientation to English as the medium of instruction. Semi-structured interviews were conducted with students from three universities in Turkey. Preliminary findings suggest students have a positive view of their English proficiency, particularly in writing where they aim for native-like proficiency. Their orientation to spoken English is more pragmatic, focusing on effective communication over native-like fluency. Students' views appear influenced by standard language ideologies that prize native-like English.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
Factors Affecting Language Learning Strategies_GE6533Vino_thini
This task has been done as a course requirement (GE6533 Language Learning Strategies Instruction), a program offered for Masters in Education (TESL) at National University of Malaysia. Our instructor Prof Amin Embi has required us to present some points on 5 factors affecting language learning strategies based on previous researches.
This thesis examines the omission of subject pronouns in writing tasks of pre-intermediate English language learners. The researcher aims to study the frequency of omission and whether factors like gender, age, or prior English exposure affect rates of omission. Writing samples from 11 students aged 13-18 will be analyzed using checklists to code omissions. Results will help teachers understand common errors to address in teaching writing.
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.
Five factors affecting learning language strategiesafzannazam95
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
This study examined the role of authentic texts with vocabulary tasks on improving L2 English reading comprehension among ESP students in Jordan. It utilized a quasi-experimental pre-test/post-test design with a control and experimental group. The experimental group received treatment involving authentic materials and follow-up vocabulary activities over one semester, while the control group received regular instruction. Results were analyzed using independent samples t-tests to determine if differences existed in reading comprehension scores between the groups. The findings could help inform best practices for developing L2 reading skills through meaningful vocabulary instruction and authentic texts.
Authenticity and CLIL: Examining Authenticity from an International CLIL Pers...Richard Pinner
1) The article examines how CLIL (Content and Language Integrated Learning) students define authenticity from an international perspective. It discusses definitions of authenticity in EFL and CLIL, and the authenticity of purpose.
2) A mixed methods study was conducted with 103 CLIL students. The study found that students most associated authenticity with content, and saw the role of content in CLIL classrooms as very important. Students' main priorities were slightly focused on improving language skills over learning content, but both were seen as almost equally important along with study skills.
3) The article establishes the importance of authenticity in CLIL, explores how CLIL students define it, and examines the connection between learning
This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
This document provides an overview of evidence-based practices for teaching writing. It discusses the importance of writing and why it may be difficult for some students. It explains that the Common Core State Standards address writing across different text types and purposes. The document outlines 10 evidence-based instructional practices for teaching writing, including strategy instruction, modeling text, conferencing, and setting goals. It emphasizes that differentiated instruction and Universal Design for Learning principles can help meet the needs of diverse learners. Response to Intervention is discussed as a framework for providing tiered support in writing.
Struggling to Structure Your Assignment Writing Overcome Challenges with Tuto...Tutors India
Increasing competition and changing education landscape around the world has deprived students in many ways. Tutors India is a place where every need is met.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
Course rationale for freshman seminar at lehigh university 5-18-09 v1jfd2
This document proposes a new 1-credit pilot course called "Adaptation to the American University: The First-Year Seminar" for international undergraduate students at Lehigh University. The course would introduce students to university academic strategies and skills for acculturating to American university life, including time management, navigating grading systems, classroom etiquette, and developing cross-cultural relationships. It would complement existing ESL courses and help form a learning community for international students. Collecting data on GPAs, surveys, and focus groups would assess the progress and success of this learning community for increasing student success and satisfaction.
This document discusses standardized testing and its purpose. It begins by providing a brief history of standardized tests originating in China. It then outlines the advantages and disadvantages of standardized tests, such as providing metrics for improvement but also being prone to discrimination. The main purpose of standardized tests is to enable comparisons of competencies between individuals with different backgrounds. The document also examines different test formats, items, and reporting styles used in standardized tests and provides examples of language-specific tests and their uses.
This document provides information about the International Baccalaureate (IB) and Advanced Placement (AP) programs available at the school. It introduces the IB and AP coordinators and counselors who can provide guidance to students. While general information about the programs is provided, specific course selections will be addressed individually with students starting in February. Both IB and AP offer rigorous academic courses that can earn students college credit. The document discusses the benefits of each program and stresses that admissions officers view them equally. It provides details about the course offerings and requirements for the IB Diploma Program and certificates.
This document discusses different types of student-centered assessments, including diagnostic, prescriptive, continuous, cumulative, and summative evaluations. It emphasizes using diagnostic evaluations at the start of a course to understand students' strengths and weaknesses. Prescriptive assessments provide feedback to help students improve. Continuous and cumulative assessments monitor progress towards learning goals. While summative assessments are suggested, the focus should be on developing students' skills and knowledge through ongoing evaluation rather than high-stakes testing. The goal is to implement differentiated instruction that matches each student's needs.
The Decision-Making Process of Adult Learners Who are Nearing Completion of T...crealcsuf
The document summarizes research on the decision-making process of adult learners nearing completion of non-credit ESL courses. The research aims to understand the key factors influencing students' decisions on what to do after finishing their courses. Interviews were conducted with 13 students. The main finding is that family obligations heavily influence students' decisions, as they consider how their choices will affect their families. Class schedules also impact decisions, as students coordinate with their children's school schedules. Through their ESL experiences, students recalibrate their educational and career aspirations. The research has implications for instructors, administrators, and policymakers to better support adult learners.
This document summarizes a presentation given by Dr. Catherine Maderazo on transforming reading education through heartfelt language and literacy pedagogy. Some key points from the presentation include addressing the common core state standards by moving from a skills-based approach to one focused on meaning-making, returning to relationship-driven and responsive pedagogy, and fostering lifelong learning and a love of reading for both teachers and students. The presentation also discusses comprehensive literacy instruction, the roles of teachers and students, and recommendations for embracing the common core standards in a way that empowers teachers.
The document discusses promoting writing skills in high school students. It notes that many high school seniors lack proficient writing skills needed for college. Statistics show that only 1 in 5 students score at or above the expected writing proficiency level. The problem is that despite deficiencies, there is a lack of focus on writing across content areas in high school. To overcome this, the cognitive process of writing must become more automatic for students through additional practice engaged in various classrooms to help students develop skills as experienced writers.
I. The document summarizes Lynn Lanier's analysis of creating an effective literacy environment for young students.
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Directed Self Placement for Multilingual Writers
1. Directed Self-Placement
for Multilingual Writers:
5 Ways It Empowers Choices
Melanie Gonzalez, Ph.D. & Julie Whitlow, Ph.D. | Salem State University, Salem, MA, USA
TESOL 2017 International Convention, Seattle, WA, USA
2. Multilingual college writers
• Increase in number of multilingual writers enrolling in U.S. universities
• ELs rising from high school
• Generation 1.5 students (or resident ELs or early arriving immigrants)
• International students
• Expected to write at a college level in a language that may not be their first (L1)
• How do postsecondary institutions place these populations into the most appropriate first year
university writing classes?
3. Placement into 1st-year composition
• Generally relies on a college entrance assessment, writing sample, etc. to determine:
• readiness for post-secondary, college-level writing
• if developmental or introductory courses are best
• placement into the level of coursework best suited to students’ preparation and skills
(Crusan, 2010).
4. How are these assessments used?
• Many standardized tests (ACT, SAT, TOEFL) are not designed as writing placement tests
• Assessments can be costly
• Money needed to develop the tests/prompts, train raters, and pay for scoring
• For writing assessment (i.e., an essay), many administrators opt for cheaper, faster methods
• Politics, differing definitions of writing, power, and control—are intertwined (Crusan, 2006, 2010;
Royer & Gilles, 2003)
5. Power and assessment
• The person in power determines ways that writing will be assessed
• If (due to time, money, philosophy) a person defines writing as mechanics, usage, grammar, and
spelling (MUGS—the subskills of writing), the assessment of choice will be primarily some
multiple-choice instrument (Crusan, 2010)
6. Power and assessment
• We choose the methods
• We score the essays
• We tell students what courses to take
• Students have more control over their educational options
7. Royer and Gilles findings (1998; 2003)
• Chose ENG 098 simply felt that it was the course for them
• Felt they needed to “brush up” before tackling ENG 150
• Reasons centered on behavior and self-image—not test scores or grades
• Students saw themselves as poor readers and writers
• In the past, instructors had done the “seeing” for them
8. Directed Self-Placement (DSP)
• A method of placing students into a first-year composition course
• Students self-evaluate their writing skills and make a decision about the best composition course
to take
• Students have some guidance from the institution, but it is their decision
9. Statements in favor of DSP
• Blakesley (2002)‘‘ . . . being placed or classified, naturally breeds resistance among those who feel
its effects’’ (p. 9).
• DSP is ‘‘an act of restoration . . . to the extent that it asks students to learn from the past to make
decisions about their future’’ (p. 29), and calls DSP ‘‘a superior method of placement to . . .
standard writing placement’’ (p. 29).
• White (2008) ‘‘DSP proposes a radical solution to the persistent problems of over-testing,
negative labeling, and student discomfort with required coursework’’ (p. 139) … recommends it as
an answer to the “perennial problems associated with placement.”
• CCCC Committee on Second Language Writing (2009) advocates DSP as a viable and appropriate
placement method for multilingual writers.
10. Royer and Gilles proposed
• Inform students about the different composition classes offered and the kinds of writing that will
be expected of them for each required course
• Emphasize importance of selecting the right course to match abilities
• Students answer questions about the kinds of readers and writers they are
• Students place themselves using the information given to them about the courses, the answers on
their questionnaires, and their honest examination and evaluation of their writing abilities
• Students decide for themselves the most appropriate course and if they are ready and able to do
the work of the course
11. Evidence for multilingual adults
• More than a decade before Royer and Gilles’ work with L1 students, LeBlanc and Painchaud
(1985) discussed using self-assessment for adult ESL learners.
• ‘‘When adults place themselves in a classroom learning situation, they have a very fair idea of
why they are doing so, of what they expect from the course’’ (p. 675).
• They also present counterevidence that ‘‘good students tend to underestimate themselves while
students who have arrived at a plateau tend to overestimate their ability’’ (p. 675)
12. Additional findings supporting DSP
• DSP for writing seats accountability squarely on the shoulders of those who purportedly know their
writing skills better than anyone else: the writers themselves
• Teachers seem pleased when placement responsibility lies with the students
• Greatly reduces the costs associated with placement
• Test security issues are eliminated
• Student decision-making about when and where to do the writing reduces anxiety
• Student involvement in decision making increases responsibility for learning—many students who have
used DSP succeed because they placed themselves in a certain class and feel the need to prove
something (Royer & Gilles, 1998; Gere, Aull, Green, & Porter, 2010)
13. CCCC’s (2006) position statement on
writing assessment
• Decision-makers should carefully weigh the educational costs and benefits of timed tests,
portfolios, directed self placement, etc.
• Timed writing may suggest to students that writing always cramps one for time and that real
writing is always a test.
• Machine-scored tests may focus students on error-correction rather than on effective
communication.
• Students should have the right to weigh in on their assessment.
• Self-placement without direction may become merely a right to fail, whereas directed self-
placement, either alone or in combination with other methods allows students to make choices
that empower them.
14. CCCC’s (2009) position statement for
multilingual writers
“Second language writers include international visa students, refugees, and permanent residents as
well as naturalized and native-born citizens of the United States and Canada. Many of these
students have grown up speaking languages other than English at home, in their communities, and
in schools; others began to acquire English at a very young age and have used it alongside their
native languages. To many, English may be a third, fourth or fifth language. Many second language
writers are highly literate in their first languages, while others have never learned to write in their
mother tongues. Some are even native speakers of languages without a written form. Some
students may have difficulty adapting to or adopting North American discursive strategies because
the nature and functions of discourse, audience, and rhetorical appeals often differ across cultural,
national, linguistic, and educational contexts. At the same time, however, other students--
especially graduate students--are already knowledgeable about the discourse and content of their
respective disciplines, even if their status as "international" or "second language" may mask their
abilities. Furthermore, most second language writers are still in the process of acquiring syntactic
and lexical competence—a process that will take a lifetime.”
15. But what about misplacement?
• Overestimation
• Underestimation
• However, when students are informed about the course expectations and the responsibilities
that accompany their course selection, the concerns of misplacement are greatly reduced
16. Implementation of DSP
• DSP’s form depends on the institutional constraints, its writing program, students, and
instructors.
• PowerPoint presentations, web sites, and brochures outlining the most important issues
concerning DSP.
• Quite frequently, questionnaires are used to ask questions about past and present reading and
writing practices, habits, and experiences (Crusan, 2010a, p. 144).
• An online system affords global accessibility, an important component for institutions admitting a
large undergraduate nonnative-English-speaking population.
• These myriad versions of DSP are ‘‘site-based, locally-controlled, context-specific, and accessible’’
(Huot, 2002, p. 105) and thereby adhere to current writing assessment theory (CCCC Committee
on Assessment, 2006; CCCC Committee on Second Language Writing, 2009).
20. Case of Salem State University
• One of the largest state universities in
Massachusetts
• Located 13 miles north of Boston
• Enrolled 1,897 freshmen in Fall 2016
• 36 % students of color
• 2% international students
• Commonwealth requires a writing sample
from all incoming first year college students
21. DSP at Salem State University
Prior to DSP
• Incoming first year students wrote an essay
based on a faculty determined prompt during
orientation.
• Three faculty raters read each essay and
placed students into one of the first year
courses.
• Very time consuming and costly.
• Students had no part in the decision.
First-Year Writing Course Offerings
• ENL 105 Introduction to College Writing (3 cr.)
• ENL 108 Academic Writing for Multilingual
Writers (3 cr.)
• ENL 110 Foundations of Writing (3 cr.; W-1)
• ENL 109 Foundations of Writing ESL (3 cr.; W-1)
22. DSP at Salem State University
Implementation of DSP
• Provided information about DSP and
instructions for completing it in First Year
Advising packet
• Access to DSP materials: course information,
questionnaire, and essay prompt through
Canvas
• Complete before or during Freshmen
Orientation
• During orientation, first year advisors and a
DSP reader from the English department are
available
• Called “Writing Self-Placement (WSP)” at SSU
First-Year Writing Course Information Provided
• Syllabi and information about goals of each
course
• Interviews with course instructors
• Interviews with students
• Sample assignments
• Sample student writing earning various
grades
• Exemption information
24. Case of Salem State University
• Survey multilingual writers about their
experience with DSP
• 43 responses in three classes during the
first month of the Fall 2015 semester:
• 1 section of ENL 105
• 1 section of ENL 108
• 2 sections of ENL 109
• Close to 100% response rate
25. Q1: Choose the description that best fits your
opinion of your language abilities
26. Q2: How long have you been living in the United
States?
27. Q3: How many years of your education before
university was completed in the United States?
28. Q5: If you did complete the WSP on Canvas, which
first year writing course did you select?
29. Q9: After you selected a course in the WSP, did you
change your mind or change your first selection?
30. Q11: Now that classes have started, do you feel that
you are in the best first year writing course for you
and your writing needs?
31. Q13: Do you think that WSP (where students
choose a writing course themselves instead of
someone else choosing your course for you) is a
good way for first year students to choose a writing
course?
32. Q15: Please explain your opinion about whether
WSP is a good way for students to be placed in a
first-year college writing course based on your
experiences this semester.
• “In my opinion, the WSP is a good way to give students more freedom to choice what is they
really want to study. And that is make students have more enthusiasm at there study life.”
• “It is a good way for students to be placed in courses themselves because, we as students, know
how we write and learn and it is best for us to place ourselves.”
• I think the WSP is a good way for student to integrate classes that might be good for them. when
you chose a class that you really want you have much more chance to success in.
34. Q2: Do you have one or more students whom you
would consider multilingual in your first year writing
course?
35. From instructor of 105 (not a designated
multilingual section)
“I do feel the multilingual writers did well to self-place into ENL 105. They've made
advances in building writing confidence, gained facility working with different
strategies of the writing process, and (perhaps most of all) had the opportunity to
explore the shaping influence of their multilingual backgrounds on their writing
experiences. On another note, multilingual students in my classes have really
enhanced the class as a community: single-language learners have been very
receptive to hearing of multilingual writers' experiences. It's helped reveal much
about writing, its possibilities and challenges.”
36. Conclusions – 5 ways DSP empowers
choices
① Affords students agency, especially our ML writers
② Trusts students’ ability to self-evaluate; that what they have to say and how they evaluate
themselves matters
③ Student-centered philosophy avoids resentment that might occur when students are told they
need to take an “extra” writing course
④ Allows for more reflective and realistic writing production that more closely mirrors authentic
writing
⑤ Reduces anxiety around the transition to college-level writing
37. Challenges we still face
• Coordination amongst multiple offices – first-year advising, admissions, student recruitment
• Identifying and ensuring access for our international students
• Ensuring DSP materials linguistically accessible to a variety of language proficiencies
• Address cultural differences and implications of DSP
• Professional development for faculty not trained in second language writing instruction
38. In summary
Due to these considerations, we advocate Directed Self-Placement as a means of determining the
most appropriate placement for multilingual writers.
39. References
• Blakesley, D. (2002). Directed Self-Placement in the University. Writing Program Administration, Vol. 25, No. 3
• Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(5), 5–31.
• CCCC Committee on Assessment. (2006). Writing assessment: A position statement. Retrieved from
www.ncte.org/cccc/resources/positions/writingassessment
• CCCC Committee on Second Language Writing. (2009, November). CCCC statement on second language writing and writers. Retrieved from:
www.ncte.org/cccc/resources/positions/secondlanguagewriting
• Crusan, D. (2002). An assessment of ESL writing placement assessment. Assessing Writing: An International Journal, 8, 17–30.
• Crusan, D. (2006). The politics of implementing online directed self-placement for second language writers. In P. K. Matsuda, C. Ortmeier-
Hooper, & X. You (Eds.), The politics of second language writing (pp. 205–221). West Lafayette, IN: Parlor Press.
• Crusan, D. (2010). The Promise of Directed Self-Placement for Second Language Writers, TESOL Quarterly 44.
• Crusan, D. (2010a). Assessment in the second language writing classroom, Ann Arbor, MI:
• University of Michigan Press.
• Gere, A. R., Aull, L., Green, T., & Porter, A. (2010). Assessing the validity of directed self-placement at a large university. Assessing Writing,
15, 154–176.
• LeBlanc, R., & Painchaud, G. (1985). Self-assessment as a second language placement instrument. TESOL Quarterly, 19(4), 673–687.
• Royer, D. J., & Gilles, R. (1998). Directed self-placement: An attitude of orientation. College Composition and Communication, 50(1), 54–70.
• Royer, D. J., & Gilles, R. (Eds.). (2003). Directed self-placement: Principles and practices. Cresskill, NJ: Hampton Press.
• White, E. M. (2008). Testing in and testing out. WPA: Writing Program Administration, 32(1), 129–142.
Julie
Not all students self-identify as “ESL,” “multilingual” or “second language” students.
Some students may welcome the opportunity to enroll in a writing course designated for second language writers for the additional language support while others may prefer to enroll in a mainstream first-year composition course.
Many institutions provide intensive language programs and "sheltered" sections of second language composition. But students may be crowded out of such courses or may elect to take "mainstream" writing courses
Melanie
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It may include face-to-face DSP with personal guidance from writing program administrators and teachers in the programs.
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23 international students
Melanie
About 90% of the students into ENL 110
Credit-bearing; W-1 are required, ENL105 and ENL 104
Melanie
Melanie
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Melanie
Melanie
Melanie
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Five instructors responded
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Also able to capture a larger audience of ML writers, not just international students
Melanie
Melanie
Decisions regarding the placement of second language writers into first-year writing courses should be based on:
Students’ writing proficiency
Decisions should NOT be based solely on the scores from standardized tests of general language proficiency or of spoken language proficiency
Multiple writing samples should be consulted whenever possible
Writing programs should work toward making a wide variety of placement options available—including mainstreaming, basic writing, and second language writing as well as courses that systematically integrate native and nonnative speakers of English