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BC TEAL Journal
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2369-4211
Published by Association of British Columbia Teachers of English as an Additional Language Homepage  [1 journal]
  • The Portfolio-based Language Assessment Model: Perceptions of Adult
           Immigrant English Language Learners

    • Authors: Ryan Drew, Calisto Mudzingwa
      Pages: 1 - 21
      Abstract: This research investigated students’ perceptions of the Portfolio-Based Language Assessment (PBLA) model used in the government-funded Language Instruction for Newcomers to Canada (LINC) program. A mixed methods approach was used in order to obtain results with a broader perspective of the students’ perceptions of PBLA. Data were collected from 70 participants, using self-administered questionnaires with room for extensive comments. The participants were adult immigrants attending LINC classes at a non-profit organization in Metro Vancouver, British Columbia, Canada. Participants responded to questions on the usefulness of different features of PBLA and the PBLA model as a whole. Overall, the participants had positive perceptions of PBLA and indicated that it was helpful in their English language learning journey. It is hoped that this study will generate discussion amongst learners, educators, government officials, and scholars regarding the value of PBLA in the LINC program and how to improve its implementation.
      PubDate: 2018-02-16
      Issue No: Vol. 3, No. 1 (2018)
  • Unmasking the Early Language and Literacy Needs of ELLs: What K–3
           Practitioners Need to Know and Do

    • Authors: Hetty Roessingh
      Pages: 22 - 36
      Abstract: The key underlying developmental concepts and skills requisite for early literacy learning appear to be easily achieved among most young English language learners (ELLs). These strengths, however, may merely mask the need for enhanced vocabulary development, the key variable in successful transitioning from early to academic literacy development in Grades 3–4 and in the longitudinal academic outcomes to Grade 12 that is over-looked by many elementary practitioners. Using illustrative samples of vocabulary profiles generated from children’s early written literacy development, this article highlights the need for elementary practitioners to continue to place a strong instructional focus on developing academic vocabulary, starting in the early grades and sustaining this focus through elementary school. At the same time, young learners need to continue to work on printing and spelling: the keys to unlocking vocabulary knowledge. Ideas for high impact teaching strategies are included.
      PubDate: 2018-02-21
      Issue No: Vol. 3, No. 1 (2018)
  • Fostering Success: Belongingness Pedagogy for English Language Learners

    • Authors: Angela M. Finley
      Pages: 37 - 48
      Abstract: Research in psychology has found that belongingness is an essential human need and motivation. However, in education, particularly in the field of additional language teaching and learning, the impacts of belongingness on academic success are often overlooked. With universities becoming increasingly linguistically and culturally diverse, knowing how to support students from non-English speaking backgrounds is integral for institutions and educators. This article explores the relationship between belongingness and academic success for additional language learners by examining four elements: positive peer relationships; meaningful student-faculty interaction; learner identity and academic success; and relevant experiences that meet academic goals. Pedagogical approaches that help increase belongingness for language learners are provided to support English as an additional language professionals in creating more welcoming and productive environments at universities and colleges in British Columbia. These approaches may also support other student populations, such as Indigenous students, at-risk students, and even students from traditional or mainstream backgrounds.
      PubDate: 2018-05-14
      Issue No: Vol. 3, No. 1 (2018)
  • Academic Dishonesty in a Post-Secondary Multilingual Institution

    • Authors: Daniel H. Chang
      Pages: 49 - 62
      Abstract: While plagiarism is a continuing educational writing issue in many post-secondary institutions, instances of contract cheating are also rising. Plagiarism is usually conceptualized as a type of writing misconduct or violation of existing institutional academic standards, but very little attention has been paid to contract cheating—when students seek paid tutors to write their course assignments. The present paper focuses on one multilingual undergraduate student’s contract cheating experience, demonstrating her views on academic dishonesty and help seeking, and how she witnessed her multilingual peers engaging in contract cheating activities. Findings reveal that the participant’s learning might be driven by her attempts to maintain her academic status. Her participation in several paid tutorial services might be due to her bringing her own cultural values to post-secondary learning and trying to maximize her GPA as well as fulfil the learning needs of the courses she was taking. Important implications related to the present research encourage educators to revisit multilingual students’ learning needs related to academic misconduct and academic integrity in post-secondary education.
      PubDate: 2018-10-09
      Issue No: Vol. 3, No. 1 (2018)
  • From Stigma to Strength: A Case of ESL Program Transformation in a Greater
           Vancouver High School

    • Authors: Guofang Li
      Pages: 63 - 76
      Abstract: The rapid increase of Asian immigrant students in Canadian classrooms demands more systematic and increased language support to ensure all English language learners (ELLs) achieve success in school. However, research has found mixed results on the usefulness of current English as a Second Language (ESL) support programs and a growing dissatisfaction among students and parents about ESL, suggesting further investigation is needed to improve the provision of ESL in the schools. This paper details how one school and one ESL teacher responded to the needs of newly arrived Asian (i.e., Chinese) ELL students by documenting the school’s and teacher’s journey in revamping the pull-out ESL program into a culturally responsive English for Academic Purposes (EAP) program with a focus on immersion, community engagement, and a pedagogy of cultural reciprocity. The case has important implications for redesigning current ESL programs in the context of changing immigration.
      PubDate: 2018-10-12
      Issue No: Vol. 3, No. 1 (2018)
  • How Accurately do English for Academic Purposes Students use Academic Word
           List Words'

    • Authors: Kim McDonough, Heike Neumann, Nicolas Hubert-Smith
      Pages: 77 - 89
      Abstract: Previous corpus research on English for academic purposes (EAP) writing has analyzed how often additional language (L2) writers use words from the Academic Word List (AWL) (Coxhead, 2000), but few studies to date have explored how accurately those words are used. Therefore, the current study investigated how accurately and appropriately EAP writers (N = 409) use AWL words in their argumentative essays. The 230,694-word corpus was analyzed to identify AWL word families that occurred with at least 20 tokens. All tokens were then coded as being accurately used, or as containing a morphosyntactic or collocational error (or both). The findings showed that the EAP students’ overall accuracy rate was high (67%) and that collocational errors occurred more frequently than grammatical errors. Pedagogical implications for EAP programs are discussed.
      PubDate: 2018-10-31
      Issue No: Vol. 3, No. 1 (2018)
  • Review of Coney, M. 2017. The Lazy Teacher Trainer’s Handbook.
           (n.p.): the round.

    • Authors: Ben Naismith
      Pages: 90 - 92
      Abstract: Book Review
      PubDate: 2018-10-31
      Issue No: Vol. 3, No. 1 (2018)
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