English For Speakers Of Other Languages Research Articles

The Human, Non-human Affective Entanglements: A Posthuman Perspective of an ESOL Classroom

In the age of Anthropocene, we problematize the multitudes of affordances of humanism that we are ultimately entwined by and within. Education is a discipline that always placed predominance to the human centredness ignoring several non-human and non-living objects that also form a part of teaching and learning. However, the humanistic notions of hierarchies have undergone radical changes. The locus in a classroom is no longer regulated by teachers and in a multicultural, multilingual classroom, the interaction between teacher, learners, materials and methods are evolving continually redefining the power relations. This essay highlights how every assemblage (an assemblage being a random clubbing of several human and non-human elements) is unique and in a state of flux to act and react with various human and non-human elements within/outside classroom territories. Designed as an autoethnographic study, by analysing the major tenets of posthumanism and by connecting them with English language education, this article argues for a posthuman turn in English language teaching and learning by examining the research diary entries of the author to identify how the entanglement of affect, rhizome and assemblage results in deterritorialization. Episodes and anecdotes from an ESOL (English for Speakers of Other Languages) teaching context in England serve as primary data. This autoethnographic study reveals the agential assemblages in the classrooms which problematize the singular agency of the teacher as the reservoir of knowledge and discusses how the power structure in the classroom is altered when learners and their affective assemblages influence the teacher and the very practice of teaching.

Washington and Lee University's English for Speakers of Other Languages Program: Ambassadors of Good Will and Agents of Change

Abstract: In 1996, Ernest L. Boyer's "The Scholarship of Engagement" ignited a national conversation with its call for greater dialectical exchange between "academic and civic cultures." In 2001, Washington and Lee University (W&L) Professor Ellen Mayock founded the student organization English for Speakers of Other Languages (ESOL), with the mission of fostering effective communications among people of all languages. Over the last 21 years, ESOL has evolved with the changing demographics of our local community and the small liberal arts institution. Currently, ESOL comprises a team of fourteen students (including native and heritage speakers of Spanish and Spanish language learners) and two faculty advisors focused on two areas of outreach: 1) teaching and tutoring services offered to predominantly Latine/x community members; and 2) translations and interpretations completed on behalf of our community partners. The current paper addresses how ESOL responds to Boyer's call to action, and it shares the impact that ESOL has in our local community and that our community has on us, as we and our students become ambassadors of good will and agents of change. We will focus on 1) Programa Sol, ESOL's brand-new K–8 summer enrichment program; 2) community projects completed by ESOL volunteers; and 3) university/community programming organized by ESOL. We will explain how ESOL engages students as pedagogical partners and values community identities and language as an asset.

The Role of Linguistic and Cultural Mediation in Learning the Host Country’s Language

Abstract The need to reconsider the value of mediation in language teaching/learning has been highlighted due to such processes as globalization and migration in the contemporary world. The importance of a language learner's entire plurilingual repertoire has been emphasized in The Common European Framework of Reference (CEFR) Companion Volume (2020) and students’ linguistic and cultural backgrounds have been recognized as useful teaching resources to enhance language learning (Piccardo & North, 2017). The application of translanguaging has become an innovative method applied in language teaching and is now seen as a tool for increasing learners’ commitment and self-belief (Duarte, 2020). A survey was conducted to explore the role of mediation in learning a host country's language in the UK and Lithuania. The study aimed to investigate the use of non-linguistic competences to reduce linguistic and cultural barriers, encourage collaboration among language learners, and improve their competence in translanguaging. The survey included 23 English for speakers of other languages (ESOL) students (levels A2 and B1) and 15 Lithuanian as a second language students (levels A1 and A2). A quantitative and qualitative research methodology was used to analyze their language learning experiences during mediated lessons of the target language. The results of the surveys and short semi-formal interviews showed that learners had developed various non-linguistic competences and demonstrated the ability to use other languages for learning a new language. Although most of the research participants agreed that such a way of learning had helped them to successfully learn the target language and preserve their national identity in a foreign country, a careful guidance provided by a language teacher is necessary in order not to be misguided among the variety of similar or different languages.

Models of Instruction for Multilingual Learners: Facets of the ESOL Co-Teacher Role

With nearly five million multilingual learners in U.S. schools, research is warranted for effective instruction that permits equal access to content standards through language diversification. Multilingual learners (MLs), students learning English who benefit from linguistic support to attain academic achievement, are served through models in U.S. schools that vary according to student needs and staffing capability, with English for Speakers of Other Languages (ESOL) as the dominantly implemented format. ESOL is a federally and locally funded program that provides structured academic and linguistic support and accountability for MLs across all grade levels. The purpose of this literature review is to compare the utility and effectiveness of the four program models approved by the U.S. Department of Education to effectively teach content and language to MLs in public schools: (a) structured English immersion, (b) bilingual education, (c) dual language or two-way immersion programs, and (d) English for Speakers of Other Languages (U.S. Department of Education & U.S. Department of Justice, 2015). Furthermore, this article is intended to examine the overarching model of ESOL—the most employed model in the U.S.—and the prominent delivery format of co-teaching. Each of the models mentioned above is discussed in this paper, followed by a delineation of state and federally-approved formats of ESOL: pull-out, push-in, resource labs, sheltered classes, innovative delivery models, and co-teaching. This article concludes with an examination of co-teaching, a subset of ESOL in which a general education educator and an ESOL teacher co-plan, co-instruct, and co-assess an integrated classroom of MLs and non-MLs.

Online English Classes for Bangladeshi Young Learners during the COVID-19 Pandemic: Voices of the Teachers and Parents

The recent COVID-19 pandemic brought a dramatic change in teaching and learning around the world. Almost all educational institutions shifted to the online mode of teaching so that students do not miss any academic year. In Bangladesh, such a mode of teaching was never introduced at the mass level earlier, and that is why it was quite challenging for teachers to conduct online classes initially. In some cases, teachers who did not have a certain level of technological expertise in using online teaching platforms experienced more issues in conducting classes. This qualitative study highlights the problems that teachers and parents of nine young learners (YLs) faced during their online classes. The focused group discussion among seven English teachers and nine parents revealed that many YLs could not follow the technical instructions of the teachers well, which compelled the parents to sit beside their children constantly. Moreover, this study reports on the experience of teachers in communicating and coordinating with students on online platforms in a developing country where a full-fledged online teaching mode has not been implemented before. Such a reciprocal interaction among teachers, students, and parents in an online platform provides the scope for rethinking the “parental involvement framework of online teaching” in an English for speakers of other languages (ESOL) context, where parents’ digital skills, as well as involvement with the learners’ the learning process, affect students’ academic achievement to a great extent. The findings of the study have implications for planning online English courses for YLs in ESOL contexts such as Bangladesh, where the idea of online teaching is quite new.

Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

Abstract Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from first-time-in-college students at all twenty-eight Florida College System institutions, we use an interrupted time-series design with an analysis of heterogenous effects to compare first year course-taking outcomes in English before and after Florida's developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of Other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform's benefits are similar for LM and non-LM students overall, there are important differences among LM subgroups indicating that ESOL and foreign-born students may benefit most.

Exploring the Impact of AI on The EFL Context: A Case Study of Saudi Universities

This research aims to determine whether or not it is possible to use artificial intelligence (AI) in English for speakers of other languages (ESOL) courses and review previous research pertinent to artificial intelligence in EFL/ESL instruction to present a comprehensive picture of the current degree of artificial intelligence in EFL/ESL instruction. Utilization of intelligent teaching systems, self-regulated learning, virtual reality, immersive virtual environment, and natural language processing in teaching English as a foreign language classroom. The study adopted the questionnaire as a tool for data collection then data was analyzed and discussed to reach the results. The results showed that the ethical responsibility for making the most effective use of AI in the classroom now falls on both educators and students themselves. The article also concludes that artificial intelligence (AI) positively impacts the field of English language teaching (ELT) and learning; however, it needs to be better integrated into educational settings. Teachers and students need to be more aware of the new applications and tools that have flooded the field of AI in recent years. This conclusion was reached in the context of the article.

Philosophy of Teaching as an ESOL Teacher (A study on curriculum development in adult education)

Philosophies and theories of teaching are not mutually exclusive, but each educator can select what philosophy or theory of teaching suits him or her depending on the learning atmosphere, small or large group of learners, the subject and material of teaching. All theories are just different ways to look at how personality develops and mostly they come from different perspectives of psychology such as the humanistic philosophy states: individuals especially adults have free-will and that we can actively develop themselves to the highest potential whilst the Behaviorist articulates: if something is not noticed then it will be learned. This paper, will try to identify a philosophical perspective on adult education as English for speakers of other Languages (ESOL) teacher and present a stance as for an experienced adult educator having five years of teaching experience in this field. Furthermore, will state a set of guiding principles for teachings that to believe in, such as management, trust, and respect, empowering, engaging, nurturing and teaching not lecturing the learners in the teaching process. Moreover, will illustrate views of different scholars who write on humanistic philosophy and behaviorist theory of teaching, such as Maslow, Chomsky, Bandura and others. In addition, will discuss other themes that show the practice of teaching such as audiolingual, learning environment in classes, the dynamic in small and large classes. Material and design of classes, the learners’ autonomy and the relationship with learners, activities, assessment and feedback plans will be discussed in different paragraphs. Finally, will state an opinion about the values, ethics, and professionalism in teaching followed by a conclusion of a philosophy of teaching and a descriptive figure of figured philosophy (Figure 1, p. 13).

“Now We Come Here, We Feel it”: Experiences of Anti-Asian Racism Among Community College Students in ESOL Programs

ABSTRACT This inquiry examines anti-Asian racism in the wake of COVID-19 and focuses attention on the experiences of Asian immigrant students enrolled in programs for English Speakers of Other Languages at a two-year AANAPISI. We draw upon AsianCrit to explore the racialization of these newcomer immigrant students and examine experiences with direct and vicarious racism . Interviews with 20 Asian immigrant students resulted in five initial themes: 1) racism affected students personally and vicariously; 2) students lived in fear of racist attack; 3) Asian racialization was unexpected, 4) students sought community in processing anti-Asian racism, and 5) students expected institutions to address racism.

Teacher Trainees’ Perspectives on Remote Instruction for Multilingual Learners of English

The COVID-19 pandemic prompted a shift to virtual learning across many countries and school systems. It is worthwhile to examine the specific ways in which this shift is significant to teacher trainees preparing to work with multilingual learners (MLs). Considering the perspectives of teacher trainees preparing to teach MLs offers an opportunity to identify the questions and concerns that they are likely to have upon graduation. Examining these perspectives can also help to identify ways that teacher trainees can use virtual and remote teaching approaches more constructively. This paper presents findings from a qualitative study of an educator preparation program focused on preparing trainees in content areas along with English to Speakers of Other Languages (ESOL), with a focus on the perspectives of teacher trainees who worked with MLs through virtual and remote modalities during the COVID-19 pandemic. The paper draws on data from an analysis of nine teacher trainees’ response journals and course assignments, and includes themes identified from the teacher trainees’ perceptions of virtual learning for MLs. The findings from the analysis revealed that teacher trainees emphasized the importance of establishing meaningful professional relationships in the virtual setting with their MLs, especially as a way to facilitate effective instruction and online classroom management. Participants also spoke about the importance of developing culturally responsive and sensitive instruction, and stressed the importance of engaging students and families in appropriate, linguistically accessible ways. Implications for future virtual instruction as well as teacher preparation are also discussed.

Miscommunication and Employee Power Dynamics May Affect Student Navigation of Library Resources

A Review of: Almeida, N., & Tidal, J. (2022). Library wayfinding and ESOL students: Communication challenges and empathy-based intervention. portal: Libraries and the Academy, 22(2), 453–474. https://doi.org/10.1353/pla.2022.0025 Objective – To map the experiences of students of English for speakers of other languages (ESOL) navigating an academic library. Design – A wayfinding study to evaluate how students navigate a library. Setting – An urban-based academic library at an institution of higher education. Subjects – Students of English for speakers of other languages (ESOL). Methods – A mixed methods study including visual recordings, web screen capture, interviews, and surveys. Subjects were recruited through email. Twelve participants were selected and given an initial screening survey. They were given four tasks to complete: Find a book in the stacks, find a book in the reserves, find a DVD in media, and find a database. They were equipped with a GoPro camera and were given a think-aloud protocol (TAP). They were then given a post-task debriefing interview. Qualitative data were analyzed and coded. Quantitative data like success of task and time to completion were also recorded. Main Results – Success rate varied among tasks: Finding a book in reserves had the highest rate at 75%, while finding a database had the lowest at 50%. Time also varied from 12 minutes to find a book in the stacks to just under 6 minutes to find a database. Seven of the 12 participants indicated they had prior library experience; however, they still encountered skill gaps. They lacked familiarity with the space, policies, website, and terminology. Participants also struggled with library jargon and inconsistent use of jargon among staff and librarians. Conclusion – The researchers discovered there were discrepancies between language used in signs, directions provided by staff, and information provided on the website. Signage was important because several participants made remarks on lack a familiarity with the library space. They would get lost and anxious. In addition, the video recordings and subsequent discussions among the staff and librarians showed issues arising from the power dynamics in the library organization. Staff felt pressured to provide reference services when librarians were unavailable due to staffing shortages, which led to miscommunication. These conclusions lead to empathy-based training to address language discrepancies and experiences among staff. It also provided additional rationale for hiring.

COVID-19 Pandemic and the Use of Emergency Remote Teaching (ERT) Platforms: Lessons From a Nigerian University

Aim/Purpose: This study examines the use of the Emergency Remote Teaching (ERT) platform by undergraduates of the University of Ibadan, Nigeria, during the COVID-19 pandemic using the constructs of the UTAUT2 model. Five constructs of the UTAUT2 model were adopted to investigate the use of the ERT platform by undergraduates of the university. Background: The Coronavirus (COVID-19) outbreak disrupted academic activities in educational institutions, leading to an unprecedented school closure globally. In response to the pandemic, higher educational institutions adopted different initiatives aimed at ensuring the uninterrupted flow of their teaching and learning activities. However, there is little research on the use of ERT platforms by undergraduates in Nigerian universities. Methodology: The descriptive survey research design was adopted for the study. The multi-stage random sampling technique was used to select 334 undergraduates at the University of Ibadan, Nigeria, while a questionnaire was used to collect data from 271 students. Quantitative data were collected and analyzed using frequency counts, percentages, mean and standard deviation, Pearson Product Moment Correlation, and regression analysis. Contribution: The study contributes to understanding ERT use in the educational institutions of Nigeria – Africa’s most populous country. Furthermore, the study adds to the existing body of knowledge on how the UTAUT2 Model could explain the use of information technologies in different settings. Findings: Findings revealed that there was a positive significant relationship between habit, hedonic motivation, price value, and social influence on the use of ERT platforms by undergraduates. Hedonic motivation strongly predicted the use of ERT platforms by most undergraduates. Recommendations for Practitioners: As a provisional intervention in times of emergencies, the user interface, navigation, customization, and other aesthetic features of ERT platforms should be more appealing and enjoyable to ensure their optimum utilization by students. Recommendation for Researchers: More qualitative research is required on users’ satisfaction, concerns, and support systems for ERT platforms in educational institutions. Future studies could consider the use of ERT by students in different countries and contexts such as students participating in English as a Foreign Language (EFL) and the English for Speakers of other languages (ESOL) programs. Impact on Society: As society faces increased uncertainties of the next global pandemic, this article reiterates the crucial roles of information technology in enriching teaching and learning activities in educational institutions. Future Research: Future research should focus on how different technology theories and models could explain the use of ERT platforms at different educational institutions in other geographical settings and contexts.

“In the Room Where It Happens:” Advocacy 101 for Literacy Leaders

AbstractAs literacy leaders, we know that printed words carry great meaning and power. Today, there is a widespread belief that advocacy over government concerns or policies can be adequately achieved using social media. While a well‐timed and phrased social media post can supplement advocacy efforts, advocacy must be driven by deeds even more than words. In this article, the authors articulate the importance of face‐to‐face policy advocacy with elected officials to address any educational, health, or social policy in your locale which impacts the students, families, and communities you belong to and/or serve. Specifically, they outline the steps for advocating directly with an elected legislative official (or their staff representative) and provide numerous exemplars of documents as mentor texts to support and supplement policy advocacy efforts. Their models actualize policy advocacy for socially just practices that impact some of the most vulnerable populations, English learners, and associated funding for programs supporting these populations also known as English to Speakers of Other Languages (ELs/ESOL).

Bringing Counseling to the Classroom: Embedded Counseling and Student Outcomes in Community College ESOL Programs

Increased and targeted counseling and advising may be an effective way to support English learner students enrolled in programs for English for Speakers of Other Languages (ESOL). This study examines ESOL student outcomes after an embedded counseling intervention in which college counselors repeatedly visited ESOL course sections to discuss academic options and introduce students to campus resources and support. Matching analyses comparing demographically and academically similar students who did and did not have exposure to the embedded counseling intervention indicate positive relationships between counselor contact and persistence outcomes, but not academic achievement outcomes. ESOL students who received embedded counseling were significantly more likely to return and re-enroll in subsequent ESOL courses than those who did not have this exposure. Since embedded counseling may have helped students feel more connected to and supported by the college, the results suggest counselor contact may be critical for the retention and persistence of students in ESOL programs.

Initiating the Third Wave for English Learners: Teaching Self-Advocacy

In special education, self-advocacy intertwines with self-empowerment. Special education teachers integrate self-advocacy skills into the curriculum to support their students’ efforts toward self-determination. In contrast, teachers of English to speakers of other languages (ESOL) are encouraged to advocate for their English learners but self-advocacy has received scant attention in the ESOL field. As the English learner population in K–12 public schools steadily rises, it is increasingly urgent for ESOL educators to seek culturally responsive solutions that support their students’ language, academic, and socio-emotional development. With a brief review of literature from the fields of special education and Disabilities studies, authors delineate components of self-advocacy and apply them to a self-advocacy unit that supports English learners in acquiring the knowledge and language they need to develop their own form of self-advocacy.

Translanguaging and Multiliteracies in the English to Speakers of Other Languages (ESOL) Classroom

In our extremely technologized world, enabling students to use a variety of media and modes in learning is an important component of the 21st century education. It is necessary to foster communication with diverse audiences and to encourage students to become critical designers of technologically mediated communications. Translanguaging and multiliteracies as approaches in applied linguistics hold promise to achieve these goals in the English to Speakers of Other Languages (ESOL) classroom. This article discusses translanguaging as a concept, its use in the classroom, and its development as pedagogy. The article also examines the teaching of reading and writing, literacy, multiliteracies, and how the latter relates to the 21st century education. Further, the article discusses the intersections between translanguaging and multiliteracies while drawing out some implications for the ESOL classroom.

Pre-Service Teachers’ Perceptions of Cultural Competence to Teach Culturally and Linguistically Diverse Students

ABSTRACT Culturally competent teachers are in high demand as the English learner (EL), culturally and linguistically diverse (CLD) student population increases in the U.S. However, the teaching force continues to be predominantly female, White, and monolingual, inexperienced in dealing with diverse populations. Typically, teacher preparation to teach ELs and CLD students consist mainly of English for Speakers of Other Languages (ESOL) courses that teach pre-service teachers to become linguistically competent and earn their ESOL endorsement certifications but do not ensure that they will be prepared to be culturally competent and responsive in their practices. In this study, an instrument was designed in Qualtrics to measure pre-service teachers’ perceptions of cultural competence in teaching CLD students. On the one hand, the results indicated pre-service teachers’ high disposition, openness, and comfort levels when learning about different cultures and languages and their students’ cultural and linguistic backgrounds. On the other hand, the respondents acknowledged having limited training to prepare them to teach and interact with diverse student populations and having limited experiences interacting with them. The study reinforces the importance of providing pre-service teachers with ongoing opportunities during their teacher preparation programs to develop cultural competence and culturally responsive teaching skills before graduating.

Centering Adult ESOL Students in the Museum Through Art and Art-Making

ABSTRACT In 2020, the Brooklyn Museum Education Department, like many departments in museums across the globe, engaged in a reevaluation of its programs and priorities in light of the COVID-19 pandemic. As we reassessed what responsive programming could and should look like for our audiences, the Adult Learning Division within Education decided to prioritize further developing our adult literacy initiatives, including programs and partnerships for English for Speakers of Other Languages (ESOL) students and teachers. One such partnership resulted in a template for incorporating art-making in language learning and for centering the voices of adult language learners within the context of a public pop-up talk at the Museum. This article shares some of the lessons the museum educator, ESOL teacher, and ESOL students learned through the collaboration, as well as reflections from the public at the culminating event as revealed through survey work.

An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States

Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.

Library Wayfinding and ESOL Students: Communication Challenges and Empathy-Based Intervention

This article describes a wayfinding study conducted in an urban, academic library to better understand the experiences of multilingual student populations. The study, which incorporated traditional user experience methods and video ethnography, exposed communication obstacles and spatial challenges encountered by students of English for speakers of other languages (ESOL) when attempting information retrieval tasks. After outlining the methodology and examining qualitative findings, the authors discuss how study findings prompted a reevaluation of local practices, service models, and staff training protocols. Finally, the authors explore the potential for qualitative, empathy-based wayfinding studies to transform library practices and spaces.