Translanguaging in English‐Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and PracticesTESOL Quarterly - Tập 53 Số 3 - Trang 741-767 - 2019
Kate Menken, María Teresa Sánchez
This article presents findings from qualitative research conducted in eight New York City public schools offering English as a new language (also known as English as a second language), in which language education policies were monolingual in English at the start of data collection. These schools participated in an intensive professional development and technical assistance project for whi...... hiện toàn bộ
Toward a Taxonomy of Written Errors: Investigation Into the Written Errors of Hong Kong Cantonese ESL LearnersTESOL Quarterly - Tập 44 Số 2 - Trang 295-319 - 2010
Alice Yin Wa Chan
This article examines common lexicogrammatical problems found in Cantonese English as a second language (ESL) learners' written English output. A study was conducted with 387 student participants, who were asked to do two untutored and unaided free‐writing tasks of about 200–300 words each. A range of lexicogrammatical error types commonly found among Hong Kong Cantonese ESL learners was i...... hiện toàn bộ
“I Know I'm Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner PlacementTESOL Quarterly - Tập 49 Số 4 - Trang 659-680 - 2015
Tasha Riley
This qualitative study focuses on the potential influence students’ English as a second language (ESL) status has on teachers’ placement decisions. Specifically, the study examines 21 teachers’ responses to and decisions regarding fictional student record cards. Findings reveal that some teachers’ placement decisions were influenced by factors beyond a student's academic achievement, such ...... hiện toàn bộ