INTESOL Journal最新文献

Service-Learning in an Increasingly Global Context 日益全球化背景下的服务学习

INTESOL Journal Pub Date : 2023-12-20 DOI: 10.18060/27617

Matthew Hume, Olivia Mondal

{"title":"Service-Learning in an Increasingly Global Context","authors":"Matthew Hume, Olivia Mondal","doi":"10.18060/27617","DOIUrl":"https://doi.org/10.18060/27617","url":null,"abstract":"Service-learning (SL), or community-engaged learning, refers to a project-based pedagogical approach that addresses community needs through coursework tied to academic, social/civic and personally impactful learning objectives. Originally emerging from research and practice in U.S. higher education, its inclusion in K-12 education in the US and international contexts has gained traction in recent years. Nevertheless, reports of implementation and effectiveness in international education are lacking. This article presents the impact of a two-week US Department of State-funded service-learning exchange program for 25 EFL teachers from 24 countries spanning the globe. Through academic sessions, site visits, and cultural activities led by an interdisciplinary team at a major Midwestern research university, participants were equipped to use SL in contextually appropriate ways for the teaching of both English and vital 21st century life skills. The authors begin with an overview of SL and a research-based account of its benefits for holistic learning, and especially for its application in English education. Following a description of the exchange program that highlights key aspects of the curriculum, the piece turns to participant reflections on selected aspects of SL in English language education. Finally, the authors suggest implications for the future of SL in a global context.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"212 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139170809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Over -identification of English language learners in special education during COVID-19 在 COVID-19 期间过度识别特殊教育中的英语语言学习者

INTESOL Journal Pub Date : 2023-12-20 DOI: 10.18060/27608

Eunjoo Kim, Jeongae Kang

引用次数: 0

Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers 利用思维导图识别职前教师对英语语言学习者的意义建构

INTESOL Journal Pub Date : 2023-12-20 DOI: 10.18060/27625

Katrina M. Reinhardt, Kaitlyn E. Denney

{"title":"Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers","authors":"Katrina M. Reinhardt, Kaitlyn E. Denney","doi":"10.18060/27625","DOIUrl":"https://doi.org/10.18060/27625","url":null,"abstract":"The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs. \u0000Key Words: Mind Maps, Teacher Preparation, English Learners","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"84 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Translanguaging: A Culturally Responsive Pedagogy Translanguaging：顺应文化的教学法

INTESOL Journal Pub Date : 2023-12-20 DOI: 10.18060/27600

Melinda White

引用次数: 0

The Power of Collaboration: Learning Language and Culture by Teaching 合作的力量:通过教学学习语言和文化

INTESOL Journal Pub Date : 2022-11-12 DOI: 10.18060/26503

Kyongson Park

{"title":"The Power of Collaboration: Learning Language and Culture by Teaching","authors":"Kyongson Park","doi":"10.18060/26503","DOIUrl":"https://doi.org/10.18060/26503","url":null,"abstract":"The purpose of this research is to present a means for ESL students in higher education to apply their academic knowledge and language (Cummins, 1981) to increase their local knowledge of school culture and intercultural competence (Neuliep, 2017) by working with teachers and students in a local K-12 school community. This was accomplished through a co-teaching K-12 program sponsored by a large public university that provides international college students of any major an opportunity to have a cultural and language learning experience through student teaching in a public middle school. The researcher, an ESL graduate student, along with a fellow ESL graduate student teacher pursuing a degree in food science, was partnered with two middle school teachers, observed an ESL and a science classroom, co-designed new lesson plans, and co-taught a full day of lessons weekly over one semester. Throughout the practicum, the participant researcher wrote weekly journals and reflections and attended workshops. At the end of the semester, the middle school students (n=140) completed a short questionnaire regarding their experience working with the international student teachers. The survey results indicate that the middle school students, including 40 ESL students, valued the experience of working with culturally diverse teachers. In addition, the experience benefited local teachers, as the ESL college students were able to provide linguistic, sensory, cultural, and interactive supports for content matter (Gibbons, 2014), along with innovative ideas and resources funded by grants. In the meantime, the ESL graduate students had an immersive learning experience on communicating more effectively in a school setting, both academically and interculturally. In conclusion, this collaboration program benefits ESL college students by developing their language proficiency, broadening their cultural perspective, and achieving their educational goals. ","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114474390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reckoning with Hammers and Mallets: Indiana’s Approach to Licensing English Learner Teachers 锤子和木槌的清算:印第安纳州对英语学习者教师的许可方法

INTESOL Journal Pub Date : 2022-11-12 DOI: 10.18060/26562

Trish Morita‐Mullaney

引用次数: 0

L2 Students’ Adaptive Transfer Beyond First-Year Writing 二年级学生一年级写作后的适应性迁移

INTESOL Journal Pub Date : 2022-11-12 DOI: 10.18060/26359

Xin Chen

{"title":"L2 Students’ Adaptive Transfer Beyond First-Year Writing","authors":"Xin Chen","doi":"10.18060/26359","DOIUrl":"https://doi.org/10.18060/26359","url":null,"abstract":"Learning transfer with regard to academic literacy in higher education has drawn more and more researchers’ attention in recent years (Baik & Greig, 2009). However, only a small number of transfer studies are pertinent to international and multilingual students or second language (L2) writing instruction. Situated in the area of English for Academic Purposes (EAP), this research investigates international and multilingual undergraduate students’ writing practice and development within and across the disciplines. Specifically, it looks into six Chinese international students’ learning transfer from their First-Year Writing (FYW) course to disciplinary writing in the college years. Drawing upon the theoretical framework of adaptive transfer proposed by Depalma and Ringer (2011), this study redefines transfer in L2 writing and expands the research scope of transfer studies. It examines writing transfer from a new vantage point by including writers’ creative and/or strategic transformation of learned knowledge. \u0000Using the case study methodology, this research documents detailed processes of how international and multilingual undergraduate students adapt and transform prior writing knowledge and experiences to construct discipline-specific literacy. The findings have captured a series of writing practices cutting across those students’ approach to language, rhetoric, and genre and identified the factors that contextualize their writing practices.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131349933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Five Classroom Applications to Increase ML Students’ Engagement in the Classroom 提高ML学生课堂参与度的五个课堂应用

INTESOL Journal Pub Date : 2021-11-12 DOI: 10.18060/25584

E. Able

引用次数: 0

Minding the Gaps: Effectively Supporting Language Learners with Special Needs 注意差距:有效支持有特殊需要的语言学习者

INTESOL Journal Pub Date : 2021-11-12 DOI: 10.18060/25653

S. Adams, Brittany R. Burns

引用次数: 0

COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning and English Learner Teachers COVID-19和大流行教学:应急远程教学和英语学习者教师

INTESOL Journal Pub Date : 2021-07-06 DOI: 10.18060/25273

Trish Morita‐Mullaney, Michelle C. S. Greene, Jenna Cushing-Leubner, Michelle Benegas, Amy Stolpestad

引用次数: 1