MInneTESOL/WITESOL Journal, Volume 24 (2007)

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https://conservancy.umn.edu/handle/11299/109890

MinneWITESOL is a professional association of teachers of English as a Second Language in Minnesota and neighboring states dedicated to the education and support of students acquiring English at all levels of public and private education.

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Now showing 1 - 10 of 10

A Review of: All Clear Listening and Speaking 3, 2nd Edition by Helen Kalkstein
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Jaynes, Cameron
A Review of: Sourcework: Academic Writing from Sources by Nancy E. Dollahite & Julie Haun
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Lindbloom, Tor
A Review of: All New Very Easy True Stories: A Picture-based First Reader by Sandra Heyer
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Coggins, Michael
A Review of: The Lion’s Share and Dhegdheer by Said Salah Ahmed and by Marian A. Hassan
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) DeKam, Katie
…And the Beat Goes On: Further Evidence to Support the Need for Accommodations and Universal Design in High Stakes Testing of English Language Learners
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Erichsrud, Andrea; Johnstone, Christopher
This article describes research that used the think-aloud method to elicit responses from students on released high stakes test items. Four students who were English language proficient and four students whose first language was Spanish completed a mini-test made up of four mathematics items. In the process of thinking aloud, the students revealed that design (formatting) issues in items can cause some students to struggle, that read aloud accommodations are still necessary for students who struggle with English, and that culturally irrelevant information may mislead or confuse students who are new to this country. The evidence from this study demonstrates that we need further research and activities at the state and district level to ensure that high stakes assessments are both accessible and valid for all students.
Making Decisions about ESL Curriculum
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Hoffman, Patricia; Dahlman, Anne
This paper describes the authors’ work with one school district in Minnesota helping to evaluate and revise their ESL program. In particular, the authors describe the steps that the district ESL teachers took in evaluating and selecting an ESL curriculum. These steps included consulting existing literature on curriculum and textbook selection, coming to a consensus as a district about priorities in regard to the ESL curriculum, looking at curricular choices made by other districts in Minnesota and creating a comprehensive curriculum review evaluation rubric to assist in making the right decision for the district. In addition to describing the process of the curriculum evaluation and redesign in the district, they present evaluation tools (checklists and rubrics) that they created for the purpose of designing curriculum. Further, they propose guidelines for the process of making decisions about ESL curriculum, which can be modified to fit other districts’ ELL characteristics, teacher preferences, identified standards, and mainstream curricula.
Improving Literacy of L1-Non-Literate and L1-Literate Adult English as a Second Language Learners
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Trupke-Bastidas, Julie; Poulos, Andrea
This research focuses on effective practices for teaching reading to both adult English as a Second Language (ESL) learners acquiring literacy for the first time in English and learners who are already literate in their first language. This study examines if learners’ phonemic awareness and decoding are improved when using a whole-part-whole instructional method that combines a focus on higher and lower-level skills. Participants include nine females from East Africa: five non-literate (L1-non-literate) and four literate (L1-literate) in their first language. Participants were given pre and posttests of phonemic awareness and decoding and then whole-part-whole reading instruction for 10 weeks. This intervention impacted L1-nonliterate participants the most. Those learners who scored the lowest on pretests showed the most gains on the posttest.
Overcoming Limitations: How a Filipino Speaker of English uses Compensation Strategies
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Lloyd, Jennifer
While the topic of language learning strategies has become very popular in the last few decades, there have been few studies addressing how social context impacts the use of language learning strategies. This article examines how both the stage of learning and the setting in which the learning is taking place affect a specific individual’s use of compensation strategies for speaking English. More specifically, this article focuses on professional vs. casual settings. The participant is an adult Filipino speaker of English who has seventeen years’ experience using English in her profession in a variety of settings abroad. She is currently working as a nurse in Minnesota. Based on interviews, questionnaires, and observations, this study concludes that even though the participant feels more proficient speaking English at her workplace than in nonprofessional settings, she utilizes compensation strategies in both settings. The findings indicate that compensation strategies can aid in language learning regardless of the learner’s proficiency level and setting in which the learning is taking place.
Educating English Language Learners in a Rural District: A Case in Point
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Edstam, Tina Scott; Walker, Constance L.; Stone, Karla
This paper examines the challenges faced by rural school districts in general, and one in particular, in providing ‘best practices’ for their English language learners. It begins with numeric data reflecting the large increase of immigrant families in rural communities in the past decade. A review of the literature offers insights into the realities and strengths of rural districts from an ESL perspective. The case in point is a six-member rural elementary school team who chose to participate in a two-year professional development project and created a school action plan to address the needs of their English language learners. The process they underwent and the small but significant successes they have had serve as an example for other rural districts interested in making site-based changes.
From the Editors
(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Anderson, Mike; Swierzbin, Bonnie; Parks, Marguerite; Fuerch, Michelle