Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL) Research Papers (original) (raw)

Sometimes we need to look backwards in order to look forward. Th at is to say, in order to understand the world of science today and where it may be heading tomorrow, it helps to know where it has been in the past. How did we come to our present understanding of atoms, energy, gravity and light? What are the fundamental principles through which we investigate the world around us? Who are the great scientifi c fi gures who helped us to fi nd our place in the universe? Th is book aims to answer these questions, guiding students from the past to the present and from the present to the future.

It has long been thought that teachers of English should strive to acquire a native-like accent in order to be a good pronunciation model for their students. The so-called 'nativeness principle' (Levis 2005), i.e. the idea that a native-like accent is an achievable and desirable goal for an L2 learner, is still influencing pronunciation teaching practices in non-native language teacher education. However, this principle has been seriously challenged by applied linguists and especially by English as a lingua franca (ELF) researchers, who question the relevance of native speaker pronunciation norms for teachers and learners and call for a focus on international intelligibility in pronunciation teaching. This paper takes a critical look at the nativeness principle, arguing that it cannot be regarded as a satisfactory approach to pronunciation teaching in general and in teacher education in particular. I therefore present an alternative, ELF-informed approach to English pronunciation teaching and provide suggestions for its implementation in a specific teacher education context.

The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.

- by Servet Celik
- •
- Intercultural Communication, Teaching English as a Second Language, TESOL, Culture

The framework of this project will be to address various questions that CBI instructors may commonly have about content-based learning methodologies and educational technology. My specific research questions are What resources and teaching methodologies can educators use during their instruction in order to improve students' oral and written proficiency long-term? and How can teachers receive more support from administration and stakeholders? The responses to these inquiries should aid CBI instructors to create a classroom environment which is conducive to the modern state of education and learning while being nurturing for young and adolescent language learners.

This study aims at investigating personals skills language teachers should have. There are several studies on the professional skills of language teachers. However, research on personal skills of language teachers is relatively limited. To this end, a qualitative investigation was conducted with the participation of 360 language teachers, teacher trainers and pre-service teachers all of whom work or study at Turkish universities and public primary and secondary schools. The participants were asked to write at least five personal skills they think a language teacher should have. The data was analyzed through content analysis. The answers of the participants were grouped in terms of coherence and consistency under main topics. Then, the most frequent skills were determined by the researcher. The analysis was repeated by two independent researchers in order to ensure reliability. The study is expected to shed light on the expectations and tendencies of personal skills language teachers should have in a Turkish context.

This chapter is organized in six sections. The first three sections allow readers to have a context of the situation starting from Mexico’s location and its educational system in relation to ELT. The remaining sections describe how the Discourse Analysis Course (DAC) that serves as a basis of analysis for this chapter is organized and contextualized in an Initial English Language Teacher programme and, finally, present our main understandings from teaching this DAC.

ABSTRACT
This research dwelt on the challenges faced in the teaching and learning of English as a second or foreign language. The paper uncovers factors that limit the learning and teaching of English as a second or foreign language. These challenges are mainly societal and administrative centered, teacher centered and finally, learner centered. The study also came up with workable solutions to overcome the identified challenges.

in learning, especially learning about English make sure you need 4 skills, namely listening, speaking, reading and writing. in this paper explains how to teach using speaking skills in learning English. and also explained that there are applications that can be used to test speaking skills to be more able to speak and practice our pronunciation in English whether it is good and right or still need to be trained again. mango language is an android application that can help people who want to learn English more easily. besides giving people about English lessons but also giving people about the culture of a country.

The study aims to identify the main difficulties of learning translation and how to overcome these difficulties. The researcher utilize a descriptive analytical approach. The sample of the study is consists of 30 English majors(male and female) who study translation at Al-Aqsa University, these subjects were randomly selected to participate in the study .To achieve the aims of the study the researcher applied a questionnaire divided into three domains: the first is content and syllabus , the second is teaching strategy and technique, the third is lecturers and instructors. Through this questionnaire a number of difficulties were revealed.
The findings of the study are as follow “Results of the study at the level of the content or syllabus by 73.6%”, “ Results of the study at the level of teaching strategy and technique by 75.1%”, “Results of the study at the level of the lecturers and instructors by 74.9%”, “The study shows that there are no differences in the averages of the research responses about the difficulties and problems of translation among English majors Al-Aqsa University due to gender", “The study shows that there are no differences in the averages of the research responses about the difficulties and problems of translation among English majors Al-Aqsa University due to academic level”.
In conclusion, the researcher recommended carrying out further researcher on the difficulties encountering students of Al-Aqsa University of all academic level in learning translation also with concentrating on the difficulties related to the content and syllabus and using effective program to overcome these difficulties.

- by Rafat Ahmad
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- English, English Language Learning, Translation, English language teaching

Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners’ expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and degrees of motivation. The sample comprised 37 participants who were students in the EAPP program at a graduate school in California. The types of motivation were classified as intrinsic, extrinsic, or both, and the degrees of motivation were determined as low, medium, or high. The participants rated statements related to motivation type and degree on two Likert-type scales in a self-report questionnaire. The study reveals that most of the students had both types of motivation and their motivation degree was at a medium level according to the measurement scale. The results can help course instructors and administrators make informed decisions and choices in planning and revising the curriculum.

The TESOL/ELT landscape is inescapably under the synergy between theory and practice in both pre-service and in-service teacher education, without forgetting the critical transition undergone by novice teachers. To address teacher education, every year the market offers publications which attempt to condense language learning methodologies and approaches (for recent examples see, Crandall and Christison 2016; Richards 2015). Their aim is to help future teachers and practicing teachers understand the field so that they can make informed decisions in their daily professional practices.

مستخلص الدراسة
تهدف الدراسة الحالية إلى معرفة فاعلية استخدام إستراتيجيات تعلم اللغة لتنمية بعض مهارات التحدث والقراءة الجهرية لدى تلاميذ مدارس التربية الفكرية.
وقد أعد الباحث عددا من مواد المعالجة التجريبية لتنمية بعض مهارات التحدث والقراءة الجهرية ، كما أعد الباحث بطاقة تقدير لقياس مهارات التحدث واختبارا وبطاقة تقدير لتقويم أداء التلاميذ في مهارات القراءة الجهرية .
وقد بلغت عينة الدراسة النهائية ( 21) تلميذا وتلميذة بمدرسة التربية الفكرية ببنها، وبعد تطبيق أدوات الدراسة ومواد المعالجة التجريبية ، حللت باستخدام اختبار ( ت ) ومربع إيتا وتم باستخدام برنامج الحزم الاحصائية spss .
وقد توصلت الدراسة إلى نتائج أهمها فاعلية البرنامج القائم على بعض إستراتيجيات تعلم اللغة ( الحواس المتعددة – النمذجة – التسميع – التكرار- تمثيل المعنى – الممارسة الطبيعية ) في تنمية مهارات التحدث والقراءة الجهرية ، وقم تم بناء البرنامج في ضوء سيكولوجية ذوي الاحتياجات الخاصة حيث الاعتماد على الخبرات الحسية ، وفي ضوء نظرية الذكاءات المتعددة حيث الاعتماد على مداخل حسية متعددة (بصرية ولمسية وسمعية ) ، و في ضوء سيكولوجية التواصل حيث الاعتماد على تنمية مهارات التواصل لتحقيق التواصل الفعال من خلال الفنون المرئية والأدائية التي تعد فرصة جيدة لتعبير ذوي الإعاقة العقلية عن أنفسهم، حيث وُجدت فروقٌ دالة إحصائيا بين متوسطات درجات عينة البحث في الاختبارين القبلي والبعدي لصالح الاختبار البعدي.
وأوصت الدراسة بضرورة استخدام إستراتيجيات تعلم اللغة في تنمية مهارات القراءة الصامتة والكتابة والأداء اللغوي ومهارات التهجي لدى نفس التلاميذ .، كما قدمت الدراسة بعض التطبيقات والتضمينات التربوية التي يمكن الإفادة منها في مجال تعليم التحدث والقراءة الجهرية.

- by dr soliman Hammoda
- •
- Programming Languages, Languages and Linguistics, Mental Health, Reading

Interview with Lindsay Herron

- by David Shaffer
- •
- Education, Language Education, Teacher Education, Critical Pedagogy

This work analyzes discursive representations within Tocantinian teachers’ enunciations regarding themselves and the exercise of their teaching role, as well as English teaching-learning and its insertion in school. Considering our incursion through French Discourse Analysis we employ conceptions of forgetting, subjecting, ideological and discursive formations, according to Michel Pêcheux. In addition, we use analytical-methodological procedures by Eni Orlandi. Our investigation indicates that prestige and social status, often assigned to English language (EL),
offer significant space to the ideas of struggle and suffering, whereas the sense of accomplishment, self-fulfillment and financial gains tend to be silenced. Teachers find the reasons for EL teaching through a presumed intellectual superiority, a linguistic utilitarianism and the economic system, while averting this same teaching from a propaedeutic function. Furthermore, a “unifying” discourse, which
is a component of Brazilian imaginary, projects teachers as constant sufferers and strugglers. There is also a strong tendency, by teachers, towards reproducing learners’ discourse about EL as a beautiful and difficult language. This image contrasts with an undervalued and underestimated position that teachers believe is assigned to EL in the school curriculum.

Although there is a great amount of research in the area, assessment, as part of the EFL/ESL teaching and learning process, is still a sufficiently polemic and controversial subject. Researchers and professors of the area have been searching for more adequate and coherent forms to assess the students' performance and their achievements. This text describes the portfolio as an alternative tool to the assessment of EFL/ESL writing process, since it promotes a dialogue between professors and learners. Besides that, the popular and traditional instrument of assessment-the written test-is questioned. Moreover, this model of assessment can make it easier for the professor to follow the students' linguistic development, by valuing their written production in the target language. RESUMO: Embora haja grande quantidade de pesquisas na área, a avaliação, como parte do processo de ensino e de aprendizagem de LE, é, ainda, um assunto bastante polêmico e controverso. Tanto os pesquisadores quanto os professores da área buscam formas mais adequadas e coerentes para avaliar o desempenho e o rendimento de seus alunos. Este texto procura, além de questionar o instrumento popular e tradicional de avaliação nas aulas de LE-a prova escrita-, descrever o portfólio como uma alternativa à avaliação do processo de escrita em LE. Essa proposta visa ao estabelecimento de um diálogo entre o professor e os alunos. Além disso, esse modelo de avaliação pode facilitar ao professor o acompanhamento do desenvolvimento da competência lingüística dos aprendizes, valorizando a sua produção escrita na língua-alvo. Introdução Entre tantas polêmicas existentes com relação às questões referentes ao ensino e à aprendizagem de línguas estrangeiras, a avaliação pode ser colocada em destaque como um tópico bastante controverso, o qual tem gerado inúmeras discussões entre professores e pesquisadores preocupados com a educação em geral. Embora muitas pesquisas estejam sendo realizadas nessa área (como, por exemplo, as de McNamara,

The present paper aimed to shed light on L2 teachers' perspectives on the use of translation in English language teaching (TILT) as a technique in (FL) setting. The related literature reviewed gave evidence that translation has a dynamic role in the EFL setting, and it contributed effectively in reducing language obstacles, motivating better communication, and evolving linguistic competence. The statistical analysis of the questionnaire revealed that there was a higher tendency among the teachers to use translation as an effective tool in L2 teaching. The respondents highly appreciated the effective role of (TILT) in the L2 environment since it increases learners' awareness of the FL, encourages them to overcome difficulties in the L2. Likewise, they admitted that (TILT) in (L2) setting is a supportive and effective technique and sometimes necessary but it should be used rationally to avoid its pitfalls.

This paper explores the roles of both working memory (WM) and more traditional aptitude components, such as input processing and language analytic ability in the context of foreign language learning aptitude. More specifically, the paper compares two current perspectives on language aptitude: the Stages Approach (Skehan, 2016, 2019) and the P/E Model (Wen, 2016, 2019). Input processing and noticing, pattern identification and complexification, and feedback are examined as they relate to both perspectives and are then used to discuss existing aptitude testing, recent research, and broader theoretical issues. It is argued that WM and language aptitude play different but complementary roles at each of these stages, reflecting the various linguistic and psycholinguistic processes that are most prominent in other aspects of language learning. Overall, though both perspectives posit that WM and language aptitude have equal importance at the input processing stage, they exert greater influence at each of the remaining stages. More traditional views of aptitude dominate at the pattern identification and complexification stage and WM with the feedback stage.

The purpose of this investigation is to design and evaluate new assessment tools for a communicatively oriented, digitally integrated elementary EFL course. How can learners’ own needs be included, i.e. media use? What standards might be more appropriate for young learners (YL) than the CEFR? How can students’ feed-back be heard by teachers and course designers?

- by Richard J Stockton
- •
- Assessment, TESOL, Language Assessment, Teaching EFL

The research paper was intended to explore Pakistani University ESL learners' perceptions about being motivated and demotivated in learning second language, especially in engineering university. It investigated the causes that affect students' motivation in ESL class, it also examine the factors which students perceive as demotivator in learning second language. This new concept of L2 motivation is given by Dörnyei. Demotivated learner is also a motivated learner but because of certain reasons, sometimes one factor has lost his/ her pledge or interest in language learning. These reasons for losing interest can be called demotivation. This study is cross sectional in its design. I used Quantitative method. For Quantitative data, I constructed second language motivational research questionnaire to determine the factors, which might affect students' motivation level for learning English in ESL classes at Engineering University. The sample size was 30 which were first year students age between 17-20.The data was examined using descriptive and inferential statistics in SPSS which is frequency test, independent sample T-test, item means and standard deviations.

This article discusses the issue of English language teaching in Indonesia, arguing that principles underlying a so-called ‘communicative approach’ are not appropriately implemented due to the nation’s socio-political and curriculum constraints. It begins by providing a brief historical perspective of Indonesian ELT. Recommendations for measures that need to be taken to improve Indonesian ELT are made.

Introduction: This study aims to explore an under-researched issue; namely, remote teaching anxiety. Methods: This study employed a sequential mixed-methods exploratory design where participants initially reported their remote teaching anxiety sources and then rated each. For the analysis, inductive content analysis and statistical tests were employed. Results: The content analysis revealed two major themes: digitalisationrelated concerns and online pedagogy-related concerns. Statistically significant difference was only found between anxiety sources and online teaching experience but not between gender, age, teaching experience, work setting and anxiety sources. Discussion: Several studies (Çoklar, Efilti, Şahin, & Akçay, 2016; Hassan et al., 2019) found digitalisation-related concerns causing stress among teachers; however, remote teaching anxiety remains an underexplored construct (Russell, 2020). Although online pedagogy-related concerns were found to cause teaching anxiety in our study, a recent study (Lazarevic & Bentz, 2020) found using technology helpful to decrease anxiety. Limitations: The data were limited to the views of 96 EFL teachers in the Turkish context. Conclusion: We can conclude that limited experience with remote teaching can contribute to higher anxiety among EFL teachers. Additionally, this research can contribute to the relevant literature with several implications on the future of language education.

- by Yunus Emre AKBANA and +1
- •
- Qualitative Research, Anxiety, English language teaching, Foreign Language Anxiety

This paper introduces a novel online vocabulary profiling application called the New Word Level Checker (https://nwlc.pythonanywhere.com/) and word list resources used by the application. First, the rationale for developing another web vocabulary profiler and the word lists included in the application are described. Next, the lexical units (i.e., how words are counted) and rules (e.g., case sensitivity, contractions, abbreviations with periods, hyphenated words, and compounds) employed in the application are explained. Then, the word lists adopted for the application are compared to show which lists are best used for different purposes. Pedagogical implications of the use of the application and word lists are discussed, especially focusing on matching learners with vocabulary-level appropriate tests.

Christians teaching English as a second or foreign language (ESL/EFL) address cultural issues to improve students' intercultural communication. In reflecting on my experience delivering a teacher training course, this article describes strategies for incorporating seven virtues in an Intercultural Communication for Teachers class. It first outlines foundational background and then offers examples of ways students in the course may go deeper with Christian virtues in their reflection and in their ESL/EFL teaching. It also introduces Scriptures and relevant resources that may be useful to professors involved in teacher training and to teachers who wish to incorporate virtues into ESL/EFL classes.

Students in US schools are required to make meaning from linguistically complex texts. Teachers are often inadequately prepared to create language-focused instruction because they lack a deep knowledge of language (KOL) themselves. Therefore, teacher educators must apprentice pre-service teachers in developing their KOL and demonstrate how to use that linguistic knowledge to inform their pedagogy. The theory of Systemic functional linguistics (SFL) has been introduced into some teacher preparation programs across the English-speaking world to enhance new teachers' KOL. This study examines the pedagogy used to introduce SFL theory to future teachers and highlights some of the challenges pre-service teachers experience as they explore SFL theory. Findings suggest that the incorporation of SFL theory within the course deepened pre-service teachers' KOL and confidence in using that knowledge to design effective instruction for linguistically diverse students, but that difficulties remained in transferring that linguistic knowledge to robust language focused instructional practice. Implications for teacher education and suggestions for successfully introducing the theory are discussed. Teacher education program standards such as the Interstate New Teachers Assessment and Support Consortium (INTASC) require new teachers to develop content knowledge of their subject matter which includes understanding how academic language works in the disciplines they teach. In spite of this demand for teachers to have a deep knowledge of academic language, teacher preparation programs in the US have not typically integrated linguistic theory within their courses in ways that adequately support the new teachers' KOL (Brisk, Homza & Smith, 2014; Gebhard, Chen, Graham, & Gunawan, 2013). To address the gap in pre-service teachers' (KOL), some teacher educators have begun to integrate SFL into their teacher preparation course sequences for pre-service teachers (Gebhard & Willett, 2015; Schulze, 2015). How to integrate SFL theory effectively into teacher preparation programs so that new educators develop a linguistic awareness and use that KOL to develop robust language-focused pedagogy is an area that needs further exploration. The purpose of this article is to illuminate the effective pedagogical practices used to increase pre-service teachers KOL and shed light on the challenges and benefits of integrating SFL into teacher education programs. Namely, it addresses the following question: How does integrating SFL into a literacy methods class for pre-service teachers enhance their knowledge of language? 1. Systemic Functional Linguistics The functional perspective of language introduced during the course was derived from Halliday's theory of systemic functional linguistics (SFL) (Halliday & Matthiessen, 2014). SFL is a sociocultural-based view of language that contends that language users construct meaning by making linguistic choices and employ language to accomplish tasks in particular contexts (Halliday & Hasan, 1989).

At the beginning of a teaching experience in a new culture, the language teacher's interpretations of what occurs in the classroom are frequently based more on intuition than insight. Because perceptions of the learners and the culture can have far-reaching effects on the motivation of language teachers and the affective nature of their classroom instruction, it sometimes is necessary for teachers to pause and reflect upon the validity of their personal assumptions. In this paper, we will explore the benefits and difficulties of undertaking a diary study, based upon our personal experience.

- by Gregory Hadley and +1
- •
- Teaching English as a Second Language, Qualitative methodology, Qualitative Methods, TESOL

Krashen's theory o1 second language acquisition focuses on the importance of affective filter that will be an intervenimg variabie which affects the acquisition of the sccond language. The students, whether they are in primary or secondary classes, are get affected by some factors that become a harrier to acquire a language m addition to their mother tonguc. One of the major affective faclors is anxiety towards a new language which has an entircly different structure from their mother tongue. The maim iocus ot the present study is to find out one of the affcctivefilters that 1s "anxiety" to learn Englisih as a second language among primary school students in Kerala. The normative survey method was used for the study. 152 primary school students were taken as a Sample from the different schools of Kerala. The main variable is Anxiety towards learning English as a second language. Gender, medium of instruction and type of management are taken as categorical variables. Learning English Language Anxiety Inventory was administered to the 152 primary school students in Kerala. The result of the study revealed that medium of instruction influences the anxiety level of the students. The students who are enrolled in Government and Aided school have anxiety in learning English compared to Private school students. The reasons for these differences in the level of anxiety may be () due to the lack of input in the target language both from the teachers and fYom the surroundings, (i) lack of infrastructure facility like language lab, technical support to familiarize the second Language. For overcoming such situations, they need to be provided a highly motivated and fearless learning environment. Children from traditional Indian family background normally facing a kind of distraction while learning English as a second language. They have to overcome lots of hurdles to obtain the goal that is to attain proficiencyin the English Language. One of the barriers which are dominating or pulling the children from the real acquisition is anxiety towards English. Anxiety means an internal fear to do or participate in an activity. There are so many reasons for developing anxiety among the children. An Anxiety isn't developed or caused by a single factor but a combination of things, such as personality factors, life experiences, and physical health. Anxiety towards the English Language is developed in a learner is mostly because of the ient learning experience in Language classroom. From the pre-primary class itself, both the teachers and parents are failed to inculcate affection among students towards the English language. Students have their own reason to keep an unfriendly attitude towards the second language such as the difference in culture, style, and structure. However, it is the duty of teachersto remove such an anxiety of the students at the very early Stage of second language learning through introducinga earless language classroom and make the availability of receiving the sufficient input in the particular language. The present study highlights the problem of affective filter, especially anxiety, which affects the carning of English as a second language m Kerala settings. Need and Significance of the Study According to Stephen D Krashen (1981), there are five basic hypotheses related to acquisition. They are acquisition-learning, natural order, monitor, input, and affective filter. Affective filter is only for acquisition/learning, it does not happen while the native language is acquired. Krashen has defined an affective filter as a mental block that prevents learners from the corect comprehension of the input that they receive for language acquisition. In the process of acquisition of second language, it affects some variables like low motivation, low self-esteem, and debilitating anxiety; these variables are incorporated by Krashen in his affective fiter hypothesis. Affective factors that will directly influence the second language acquisition rather than learning. Krashen (1982), pointed out that Affective Filter Hypothesis can help to explain why a

Hartlep, N. D., & Suda, D. (2021). Unboxing Asian/American Transracial Adoptee Collegian Identities. In F. A. Bonner, R. M. Banda, & S. L. Smith (Eds.), Square Pegs and Round Holes: Alternative Approaches to Diverse College Student... more

- by Nicholas D Hartlep
- •
- Critical Theory, Teacher Education, Higher Education, Critical Pedagogy

Constructing a correct sentence structure is still considered to be challenging for typical high school learners in Indonesia. In particular, group of students often fail to organize a perfect subject-verb agreement either in oral or written communication. In any case, the 2013 curriculum which is mostly adapted in several Indonesian schools advocates grammatical materials through its English syllabus. Huge models are implemented in the classroom in order to minimize students' tension in learning English grammar. A game is one of the alternative ways. This paper attempts to reveal how a trivia game can generate meaningful grammatical activities. "Six dice sentences" game focuses to explore the students' understanding specifically in dealing with subject and verb agreement. The game is expected to be able to turn the students' negative viewpoints towards English grammar and emerge adorable impressions among of them without neglecting the objectives of teaching and learning in the class. Questionnaires are employed to evaluate the students' understanding while a focused-group interview describes their responses towards the game activity. Over the entire processes of research, the findings demonstrate positive output that "six-dice sentence" game fosters students' grammatical accuracy as well as creating an exciting learning atmosphere.

Implementing a growth mindset to foster learner success not only cultivates a sense of determination and resilience (e.g., grit) among our students, but it teaches us something about ourselves. In this talk, we’ll consider how taking on a... more

1 | INTRODUCTION Samuel is easy to miss, seated in the back row of the classroom, often with his head down. He entered U.S. schools in fifth grade and is now an 11th grader, completing his seventh year as an English language learner. Scraping by with a GPA of 1.4, Samuel's advisor worries that Samuel might not complete the requirements for graduation. He persists in school, attending almost every day, but has a very difficult time finding a place where he feels comfortable. His oral language is strong, but reading in English is very difficult for him, and he experiences great anxiety when asked to read aloud in class. Samuel always thought he wanted to graduate from high school-his family certainly wants that for him-but he has serious, growing doubts as to whether coming to school is the best way for him to spend his time. As the days in the school year wear on, he becomes nearly invisible to his classmates and teachers, sitting quietly in the back recesses of his classes. Medicine Given that English learners (ELs) comprise one of the fastest growing populations in PK-12 environments, long-term English learners (LTELs) form one subgroup that provokes particular concern. This article explores current understand-ings of the LTEL designation and discusses diagnostic processes and assessment tools for determining English language proficiency. Complexities of referring ELs/LTELs for special education are then probed with regard to drawing the careful line between language proficiency processes and special education needs. Finally, the authors present possible interventions for LTELs, including the Internationals Network as a large-scale intervention model, followed by smaller scale interventions made on behalf of LTELs in existing schools. The article concludes with strategies and suggestions toward better outcomes for LTELs in school.

Few will argue that Teaching English through English (TETE) is an approach that many practitioners have a definite opinion on. Some praise it as the best way to conduct ESL/EFL classes; others criticize it as being inappropriate and... more