Wyatt-Smith, C. and Kimber, K. (2009) ‘Working multimodally: challenges for assessment’, English Teaching: Practice and Critique, vol. 8, no. 3, pp. 70–90.
Gibbons, P. 2008: Abstract: This paper reports on some of the findings from research that investigated how
the notion of ‘intellectual quality’ is played out in schools where there are large
numbers of students who are learning through the medium of English as a second
language (ESL). Starting with the premise that high challenge, high support
classrooms benefit all learners, the paper discusses and illustrates the recurring
intellectual practices identified in five linguistically and culturally diverse classrooms,
where the teachers were involved in action research projects. The paper also
discusses the collaborative process by which the research was undertaken, and the
teacher learning that resulted. It concludes with a brief discussion of the implications
for pedagogy, and suggests that the ‘apprenticeship’ approach that broadly
describes the pedagogy adopted by the teachers has the potential to be particularly
significant for ESL learners’ engagement and participation in curriculum and
language learning.
Kayi-Aydar, Hayriye : Abstract: This study investigated how ESL learners in an academic oral skills class
sought, responded to, and directed scaffolding across various classroom
interactions, and how power relations affected scaffolding. The scaffolding
episodes in three different types of classroom discourse were identified,
analysed recursively, and interpreted within the broader class context using
other data sources. The findings demonstrated that student and teacher
questions scaffolded language learning and use, and positively affected
students’ participation during teacher-led whole class interactions. However,
scaffolding did not occur or mostly failed in small group work and student-led
discussions as power struggles among students were dominant and students
were less responsive with their peers. Implications and suggestions for effective
scaffolding in ESL classrooms are discussed.
Gagne, Nathalie and Parks, Susan
Cooperative peer based learning focused on how students scaffold each other in upper elementary intensive ESL class; meaning negotiation and a sociocultural focus
Model of pedagogical practices around various scaffolding strategies to support ESL learners in learning content and developing language in mainstream curricula.
A detailed description about how ESL teachers can help students improving their writing and reading skill by applying genre-based method provided by Caroline Coffin.
The article concludes that pupils appreciate being stretched, and learn more when challenged and when they feel their opinions are valued. They were supported through scaffolding.
Draws on recent developments in sociocultural theories of learning and SFL to analyse and articulare ESL pedagogy, and to present a model of scaffolding resulting from the research.
Drawing
on sociocultural theory, the present study investigated how children in an intensive elementary
level Grade 6 class for English as a second language (ESL) scaffolded each other while carrying
out cooperative learning tasks.
The article highlights the complexity of bilingual education programmes. It is suggested that 'Pedagogically, second language students ... benefit from context-embedded communication'(p.249) which concurs with the ideas suggested by Derewinka (2003)
English on the internet. The best online resource for English as a second or foreign language (ESL / EFL), English exercises and activities, online English lessons with native speakers of English.
Bring students up to a level of listening comprehension which helps them feel confident with coping with full, normal-speed listening texts, conversation for ESL English classes.
Vocabulary flashcards, lesson plans and classroom teaching resources for busy ESL (English as a Second Language) & EFL (English as a Foreign Language) English language teachers.
Spoken English is a 'talking grammar' of English for ESL learners : just mouse over to hear the words spoken instantly by native speakers, free online.
ESL Tutoring Services provides QUALIFIED and EXPERIENCED English tutors in Melbourne and Perth, Australia. Tutoring in IELTS, Speaking (pronunciation, accent reduction), Grammar, Writing, Reading, Conversation, English for Academic Purposes, and Business English.
Phonics course in reading and spelling for all ages and levels of ability. Phonics is the most widely used approach to the teaching of reading and spelling. Foniks uses a unique, patented technique allowing learners to simply mouse over words to hear them spoken - even 3-year-old children have fun reading with Foniks! This course is completely free online.
French and English have hundreds of cognates (words which look and/or are pronounced alike in the two languages), including true (similar meaning), false (different meanings), and semi-false (some similar and some different meanings). My alphabetized list of hundreds of false cognates can be a bit unwieldy, so here is an abridged version of the most common false cognates in French and English.
Pronunciation guides + online dictionary for 10 languages with instant mouseover sound, completely free online: pronunciation guides are provided for English (7 varieties) French, Spanish, German, Italian, Portuguese, Chinese (Mandarin), Japanese, Indonesian and Thai. Over 40 native speakers, with a unique ESL "Talking Grammar". Further English language pronunciation practice is provided using minimal pairs.
Finding the best online dictionary : some people want a quick, simple look-up; others want a more substantial dictionary with grammar, etymology and phonetic information, or a specific variety of language, such as American English, or a specialist dictionary such as a legal dictionary. Netdictionary helps you through the maze.