This study examines vocabulary-learning experiences of three advanced-level, university English a... more This study examines vocabulary-learning experiences of three advanced-level, university English as a second language (ESL) students. Through a case study approach, the researchers explore these second language learners’ experiences with completing vocabulary-specific requirements for their ESL courses, focusing on their independent study outside of class. The main identified themes in this research shed light on these students’ thoughtful use of vocabulary learning strategies, namely their reliance on translation and memorization, their integrative use of technologies during preparation for vocabulary assessments, and their time and task management strategies relevant to vocabulary learning. The research indicates that these learners were aware of the strengths and limitations of their strategies and used them in nuanced ways to not only meet course requirements but to continue their own independent learning goals that extended beyond the immediate semester. The article concludes with insights that can assist ESL teachers in facilitating vocabulary learning with their English language learners, particularly those who are preparing for university.
Over the past few decades, researchers interested in composition and second-language (L2) writing... more Over the past few decades, researchers interested in composition and second-language (L2) writing have increasingly begun to examine issues related to intentional and unintentional plagiarism, factors influencing plagiarism such as culture and language proficiency, and L2 writers’ textual borrowing practices. However, less attention has been paid to the instructional issues surrounding plagiarism. This article aims to add to the research on pedagogy specific to writing from sources by reporting on a survey conducted with 113 writing instructors working at universities, colleges, and intensive English language institutes in the Western United States. These instructors evaluated existing resources for teaching how to avoid plagiarism and shared ideas about the types of instructional materials they use or would like to use. Additionally, the article examines a case of one writing instructor utilizing resources related to textual borrowing when teaching a unit on summarizing as part of an academic writing course for L2 writers, and explores the decisions made in the process of implementing various resources in the class. Based on the results of the survey and the case study, recommendations are made for writing instructors and materials developers, along with suggestions for future research.
In response to the call to include experiential learning opportunities in our TESOL program and a... more In response to the call to include experiential learning opportunities in our TESOL program and an invitation by a Montenegrin community to collaborate on the establishment of a summer English language institute, we designed and implemented a hybrid service-learning study abroad (SLSA) program which included two weeks spent in Montenegro in 2018 and 2019. This article examines the perceived value of this SLSA program for participating preand in-service TESOL teachers from a Midwestern university and EFL learners, educators, and families from the host community. Data from end-of-the program surveys, interviews, focus groups, and observation notes demonstrate an overwhelmingly positive impact on all participants, including program-initiated identity shifts in a number of stakeholders. The data also supports our call for a new, community-focused definition of SLSA that concludes this article. TESOL Teacher education has increasingly incorporated experiential learning into its curriculu...
Innovations in Higher EducationTeaching and Learning, 2017
Abstract In this chapter, we present a framework of inclusive pedagogy to foster education for gl... more Abstract In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in higher education classrooms to engage critical issues, wrestle with difficult questions, and reflect on the ethical implication of their individual and collective action. We discuss how instructors can create these conditions, by focusing on three concrete aspects of instruction: Scaffolding, Interaction, and Noticing. While these aspects are prevalent in literature on effective pedagogy for international and/or multilingual students, we argue that they can benefit all students, preparing them for deep learning, toward the end goal of global citizenship. The pedagogical applications presented through this framework demonstrate the close relationship between Scaffolding, Interaction, and Noticing. Furthermore, we believe that the simplicity of this framework will serve as an accessible point of reference for instructors as they are planning for learning that centers student voices, values diversity in the classroom, and aims to cultivate the knowledge, skills, and values of global citizenship.
This article discusses the design and evaluation of an intensive writing institute developed for ... more This article discusses the design and evaluation of an intensive writing institute developed for students new to universities and colleges in the United States. In its first year, the program consisted of a hybrid (part online and part onsite) writing-intensive course which offered a brief but focused introduction to the writing and reading strategies necessary for success in U.S. universities and colleges, with an emphasis on reading complex texts like those which the students would encounter in content courses and on writing and revising completed compositions. Cultural differences and institutional expectations were also addressed in the course. Beyond the formal instruction, participating second language writers, all of whom were Chinese, were provided with extracurricular opportunities to interact with their professors in informal situations. Implications for preparing new international students for writing demands in university settings are discussed.
Journal of Immersion and Content-Based Language Education, 2013
With extensive numbers of English learners in public schools worldwide, content-based language in... more With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.
Over the past few decades, researchers interested in composition and second-language (L2) writing... more Over the past few decades, researchers interested in composition and second-language (L2) writing have increasingly begun to examine issues related to intentional and unintentional plagiarism, factors influencing plagiarism such as culture and language proficiency, and L2 writers’ textual borrowing practices. However, less attention has been paid to the instructional issues surrounding plagiarism. This article aims to add to the research on pedagogy specific to writing from sources by reporting on a survey conducted with 113 writing instructors working at universities, colleges, and intensive English language institutes in the Western United States. These instructors evaluated existing resources for teaching how to avoid plagiarism and shared ideas about the types of instructional materials they use or would like to use. Additionally, the article examines a case of one writing instructor utilizing resources related to textual borrowing when teaching a unit on summarizing as part of an academic writing course for L2 writers, and explores the decisions made in the process of implementing various resources in the class. Based on the results of the survey and the case study, recommendations are made for writing instructors and materials developers, along with suggestions for future research.
Many documentary linguists find themselves the only academic in contact with a particular communi... more Many documentary linguists find themselves the only academic in contact with a particular community of speakers, stretched to fill many roles outside their areas of expertise. It may be particularly beneficial for a documentary linguist to seek help in the creation of language learning ...
This study examines vocabulary-learning experiences of three advanced-level, university English a... more This study examines vocabulary-learning experiences of three advanced-level, university English as a second language (ESL) students. Through a case study approach, the researchers explore these second language learners’ experiences with completing vocabulary-specific requirements for their ESL courses, focusing on their independent study outside of class. The main identified themes in this research shed light on these students’ thoughtful use of vocabulary learning strategies, namely their reliance on translation and memorization, their integrative use of technologies during preparation for vocabulary assessments, and their time and task management strategies relevant to vocabulary learning. The research indicates that these learners were aware of the strengths and limitations of their strategies and used them in nuanced ways to not only meet course requirements but to continue their own independent learning goals that extended beyond the immediate semester. The article concludes with insights that can assist ESL teachers in facilitating vocabulary learning with their English language learners, particularly those who are preparing for university.
Over the past few decades, researchers interested in composition and second-language (L2) writing... more Over the past few decades, researchers interested in composition and second-language (L2) writing have increasingly begun to examine issues related to intentional and unintentional plagiarism, factors influencing plagiarism such as culture and language proficiency, and L2 writers’ textual borrowing practices. However, less attention has been paid to the instructional issues surrounding plagiarism. This article aims to add to the research on pedagogy specific to writing from sources by reporting on a survey conducted with 113 writing instructors working at universities, colleges, and intensive English language institutes in the Western United States. These instructors evaluated existing resources for teaching how to avoid plagiarism and shared ideas about the types of instructional materials they use or would like to use. Additionally, the article examines a case of one writing instructor utilizing resources related to textual borrowing when teaching a unit on summarizing as part of an academic writing course for L2 writers, and explores the decisions made in the process of implementing various resources in the class. Based on the results of the survey and the case study, recommendations are made for writing instructors and materials developers, along with suggestions for future research.
In response to the call to include experiential learning opportunities in our TESOL program and a... more In response to the call to include experiential learning opportunities in our TESOL program and an invitation by a Montenegrin community to collaborate on the establishment of a summer English language institute, we designed and implemented a hybrid service-learning study abroad (SLSA) program which included two weeks spent in Montenegro in 2018 and 2019. This article examines the perceived value of this SLSA program for participating preand in-service TESOL teachers from a Midwestern university and EFL learners, educators, and families from the host community. Data from end-of-the program surveys, interviews, focus groups, and observation notes demonstrate an overwhelmingly positive impact on all participants, including program-initiated identity shifts in a number of stakeholders. The data also supports our call for a new, community-focused definition of SLSA that concludes this article. TESOL Teacher education has increasingly incorporated experiential learning into its curriculu...
Innovations in Higher EducationTeaching and Learning, 2017
Abstract In this chapter, we present a framework of inclusive pedagogy to foster education for gl... more Abstract In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in higher education classrooms to engage critical issues, wrestle with difficult questions, and reflect on the ethical implication of their individual and collective action. We discuss how instructors can create these conditions, by focusing on three concrete aspects of instruction: Scaffolding, Interaction, and Noticing. While these aspects are prevalent in literature on effective pedagogy for international and/or multilingual students, we argue that they can benefit all students, preparing them for deep learning, toward the end goal of global citizenship. The pedagogical applications presented through this framework demonstrate the close relationship between Scaffolding, Interaction, and Noticing. Furthermore, we believe that the simplicity of this framework will serve as an accessible point of reference for instructors as they are planning for learning that centers student voices, values diversity in the classroom, and aims to cultivate the knowledge, skills, and values of global citizenship.
This article discusses the design and evaluation of an intensive writing institute developed for ... more This article discusses the design and evaluation of an intensive writing institute developed for students new to universities and colleges in the United States. In its first year, the program consisted of a hybrid (part online and part onsite) writing-intensive course which offered a brief but focused introduction to the writing and reading strategies necessary for success in U.S. universities and colleges, with an emphasis on reading complex texts like those which the students would encounter in content courses and on writing and revising completed compositions. Cultural differences and institutional expectations were also addressed in the course. Beyond the formal instruction, participating second language writers, all of whom were Chinese, were provided with extracurricular opportunities to interact with their professors in informal situations. Implications for preparing new international students for writing demands in university settings are discussed.
Journal of Immersion and Content-Based Language Education, 2013
With extensive numbers of English learners in public schools worldwide, content-based language in... more With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals. This study investigated how aspects of Teacher Language Awareness (TLA) manifest as pre-service L2 teachers develop lesson plans for CBI contexts. The authors examined the interplay between three factors: the participants’ perceived utility of their teacher preparation coursework, the participants’ ability to identify language demands in a content-area text, and the types of pedagogical activities participants suggested for subsequent CBI lessons. Descriptive and qualitative data were obtained by combining a survey with a constructed lesson-planning task. Findings yielded paradoxical results pertaining to participants’ perceptions of language-focused coursework and their ability to apply TLA during CBI lesson plan development.
Over the past few decades, researchers interested in composition and second-language (L2) writing... more Over the past few decades, researchers interested in composition and second-language (L2) writing have increasingly begun to examine issues related to intentional and unintentional plagiarism, factors influencing plagiarism such as culture and language proficiency, and L2 writers’ textual borrowing practices. However, less attention has been paid to the instructional issues surrounding plagiarism. This article aims to add to the research on pedagogy specific to writing from sources by reporting on a survey conducted with 113 writing instructors working at universities, colleges, and intensive English language institutes in the Western United States. These instructors evaluated existing resources for teaching how to avoid plagiarism and shared ideas about the types of instructional materials they use or would like to use. Additionally, the article examines a case of one writing instructor utilizing resources related to textual borrowing when teaching a unit on summarizing as part of an academic writing course for L2 writers, and explores the decisions made in the process of implementing various resources in the class. Based on the results of the survey and the case study, recommendations are made for writing instructors and materials developers, along with suggestions for future research.
Many documentary linguists find themselves the only academic in contact with a particular communi... more Many documentary linguists find themselves the only academic in contact with a particular community of speakers, stretched to fill many roles outside their areas of expertise. It may be particularly beneficial for a documentary linguist to seek help in the creation of language learning ...
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