ESL Literacy Instruction

Gunderson, Lee; D’Silva, Reginald Arthur; Odo, Dennis Murphy

doi:10.4324/9780429458583-8

Cited by 3 publications

(5 citation statements)

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“…These students were underprivileged due to inadequate social (and linguistic) capital and were possibly marginalized in the wider society. Similarly, Gunderson et al (2014) drawing upon extensive research on English language learners in Canada note that these students have generally less opportunities of entering as well as academically succeeding at major universities. This scenario also limits these learners’, who are immigrants and international students in increasing numbers, chances to access higher education.…”

Section: Linguistic Capital In the Post-modern Universitymentioning

confidence: 99%

“…English language competence at a standard level is a prerequisite to being admitted at Canadian institutions of higher education, except those offered in French. The most common evidence to meet this precondition by universities is a standardized test score, such as an IELTS and TOEFL, which, in fact, is “a deadly assumption” by universities of students’ academic language ability (Gunderson et al, 2014, p. 48). Although the cultural and linguistic diversity of university communities is rising, English has a gate-keeping value for all international students and immigrant Canadians (e.g., Guardado, 2012; Marshall et al, 2019).…”

Section: Linguistic Capital In the Post-modern Universitymentioning

confidence: 99%

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Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

Abrar-ul-Hassan

2021

Sage Open

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As the institution of university has evolved into a highly diverse educational community, the language of communication (or linguistic capital) in higher education plays a vital role. Therefore, English as a medium of instruction (EMI) became the dominant characteristic of academia in many parts of a (globalized) world. This growing influence of EMI has affected the scope of both higher education and academic research. Being a linguistic form of capital, the significance of English as a major linguistic resource can be analyzed historically since the institution of university was founded. In fact, EMI seems to have challenged the linguistic diversity and accessibility to higher education in the contemporary world. The case of Canadian higher education highlights new directions in the exploitation of the linguistic capital at university, and the emerging concept of a multilingual university could offer some unique opportunities for knowledge mobilization and access to higher education. Thus, the issue of linguistic capital at the current (globalized) university needs to be re-examined.

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Section: Linguistic Capital In the Post-modern Universitymentioning

confidence: 99%

Section: Linguistic Capital In the Post-modern Universitymentioning

confidence: 99%

Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

Abrar-ul-Hassan

2021

Sage Open

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“…This can explain that the reader, in the first model, first pick up graphic information from the printed material before applying syntactic and semantic processes. In teaching reading context, Gunderson (2009) further recommend the teaching of skills such as phonic and letter-sound relationship to novice reader, since advocating of the skills helps student learn to read.…”

Section: Reading Instructionmentioning

confidence: 99%

“…12-14;Manzo & Manzo, 1999;Rayner et al, 2012). Since the top-down theorists believe that meaning resides in the heads of readers, not in prints; students should be assigned to read meaningful material for in order to develop their reading proficiency skill (Gunderson, 2009).…”

Section: Reading Instructionmentioning

confidence: 99%

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Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia

Chhouk

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The purposes of this study were 1) to develop an instructional model integrating WebQuest Learning Approach and Reflective Practice to enhance English critical reading ability of undergraduate students, 2) to investigate the effectiveness of the instructional, and 3) to investigate undergraduate students? English critical reading ability development learning with the instructional model. The research and development processes were divided into four phases: 1) studying of the significance of the problem and learning approaches, 2) developing of the instructional model integrating WebQuest Learning Approach and Reflective Practice, 3) Studying the effectiveness of the instructional model integrating WebQuest Learning Approach and Reflective Practice, and 4) Revising and developing the instructional model integrating WebQuest Learning Approach and Reflective Practice. The sample consisted of 11 second-year undergraduate students majoring in English as a foreign language at the Faculty of Language, Arts, and Humanities in a university in Cambodia. The sample were purposively selected and studied with the newly developed instructional model for 10 weeks, total of 30 hours. The instrument was the English critical reading ability test. Quantitative statistic used in this study was Wilcoxon Signed-ranks test. Qualitative data were analyzed using content analysis. The results showed that: 1. The instructional model integrating WebQuest Learning Approach and Reflective Practice consisted of five learning steps: 1) Generating skepticism, 2) Assigning the Quest, 3) Exploring the Quest, 4) Reflecting the Quest and 5) Concluding the Quest. 2. A Wilcoxon Signed-Ranks test indicated the sample (were taught with the instructional model integrating WebQuest Learning Approach and Reflective Practice) had significantly higher critical reading ability mean score in the posttest compared to those in the pretest at .05 level of significance. 3. The sample (were taught with the instructional model integrating WebQuest Learning Approach and Reflective Practice) resulted in the higher development of the English critical reading ability after experienced with the instruction.

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EFL Teaching in a Digital Environment

Preis

Bećirović

Geyer

2023

MAPEH

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English as a Foreign Language (EFL) teaching has, similarly to all other subjects, gone through a digital transformation that was accelerated by the COVID-19 pandemic in 2020. Quarantines and subsequent distance learning led to new paths of teaching languages that opened up new chances to facilitate language learning. This web-based survey, conducted among Austrian secondary school students, aimed to identify methods and tools used in the EFL classroom, predictors for students’ digital skills and chances that can be utilized in the future. The following key results were observed: English classes during the school year 2021/2022 offered a wide variety of tools that the students worked with and improved in. Furthermore, the analysis showed that English language skills significantly influence and predict the improvement of students’ digital skills. Finally, multiple chances for working with digital devices in the EFL classroom could be extrapolated from the results of the survey.

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ESL Literacy Instruction

Cited by 3 publications

References 0 publications

Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia

EFL Teaching in a Digital Environment

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