Session Information
27 SES 06 B, Teaching and Learning Foreign Languages
Paper Session
Contribution
In the landscape of Teaching English to Speaker of Other Languages (TESOL), researchers have asked a fundamental question, “What is the best way to teach English Language Learners (ELLs)?” To answer this question, prior researchers have attempted to find teaching approaches, methods, and techniques that would help ELLs succeed at schools. The review of literature indicates that there are a number of publications on how to effectively teach ELLs, but very few are specific to ELLs who arrived at schools with “no English.” The term “no English” (with quotations) was used in this study because these students were not able to communicate their needs through the English language, so teachers often assume that they did not know any English. As a result, teachers have difficulties in communicating and supporting these students (Szente, Hoot, & Taylor, 2006). This frustrating situation affects ELLs’ academic, social, and intellectual development (Rong & Preissle, 2009).
This population has been reported challenging by many teachers throughout the world, and there is little discussion on how to teach these ELLs. In order to teach these “no English” ELLs effectively, a study of other teachers’ experiences warrants the need for study. By studying the teachers who went through the process of teaching this population, teachers and educators will be able to learn practical practices, approaches, methods, principles, and strategies. Therefore, I attempted to explore the journey of teachers who have gone through the process of teaching “no English” ELLs. The research question in this study was: What are teaching practices of a teacher, who has taught English Language Learners who speak “no English”?
Method
Expected Outcomes
References
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldntoes. Chicago: The University of Chicago Press. Rong, X. L., & Preissle, J. (2009). Educating immigrant students in the 21st century: What educators need to know. Thousand Oaks, CA: Cowin Press. Szente, J., Hoot, J., & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15-20. doi: 10.1007/s10643-006-0082-2.
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