Authors:Luis Javier Pentón Herrera Abstract: The current interest in student performance and evaluation often neglects the impact instruction has in the academic achievement of English Learners. Similarly, recent literature focuses on educators’ specific set of qualities and abilities without considering the implications of self-perception and professional development as instrumental parts of teacher effectiveness. The purpose of this article is to understand the pedagogical experiences of ESL teachers in an urban high school. Through interviews and observations, this article provides an overview of the instructional realities ESL educators face in today’s classrooms. Furthermore, findings reveal the relationship between self-perception and instructional performance in the ESL classroom. PubDate: 2018-02-22 DOI: 10.30617/dialogues.2.1.2 Issue No:Vol. 2, No. 1 (2018)
Authors:Mark D. Johnson Abstract: In response to the paucity of literature on vocabulary instruction among high school-aged English language learners (ELLs), this study used concurrent think-aloud methodology to examine the decisions of high school teachers with little to no experience working with ELLs. Participating teachers were asked to read a sample text, selecting vocabulary they might focus on when working with ELLs in their classes. The results indicated that teacher experience was a key factor in vocabulary selection. Junior teachers in the subject areas focused almost exclusively on local-level comprehension as a rationale for vocabulary selection, whereas senior teachers in the content areas focused on relative word frequency and word formation as criteria for vocabulary selection. Pedagogical implications of the study recommend a focus on productive vocabulary knowledge in addition to receptive vocabulary knowledge, as well as vocabulary instruction integrated across subject areas through collaboration among ESL teachers and their colleagues in the content areas. PubDate: 2018-02-22 DOI: 10.30617/dialogues.2.1.3 Issue No:Vol. 2, No. 1 (2018)
Authors:Joy Hamm Abstract: This article aims to complement the growing body of research on additive approaches to English language learning and championing multilingualism. This teacher-research study observes the results of a combination of two dialogic instructional practices; Paideia Seminars and translanguaging. The qualitative study took place in an ESOL classroom and describes the process in which fourteen 6th and 8th grade emergent bilingual learners (EBLs) navigate verbal discourse by applying their full linguistic repertoire throughout four student-led, translanguaged Paideia Seminars. The data collection and analysis point to increased student engagement and dialogic social capital. The article concludes by encouraging teachers to empower their EBLs through using equitable practices such as translanguaged Paideia Seminars. PubDate: 2018-02-22 DOI: 10.30617/dialogues.2.1.4 Issue No:Vol. 2, No. 1 (2018)
Authors:Mary McLachlan Abstract: This study examines educator and student attitudes toward codeswitching in a K-12 public school and the perceived role of languages other than English in the learning environment. Although largely unfounded in recent research, it is commonly assumed by educational practitioners that successful second language (L2) acquisition requires the avoidance of the L1. This view commonly manifests itself in generalized monolingual expectations in public schools. In contrast, current research suggests that codeswitching practices are beneficial for language learners, as well as established bilinguals. This paper seeks to uncover educator and student ideas that permeate our public schools concerning codeswitching and L2 acquisition. In addition, this study offers a sociocultural perspective of multilingual language practices and advocates for codeswitching in school as a valid way for all students to use available linguistic resources. Finally, the need for more extensive educational opportunities regarding multilingual language use is emphasized and encouraged for students and teachers alike. PubDate: 2018-02-22 DOI: 10.30617/dialogues.2.1.5 Issue No:Vol. 2, No. 1 (2018)
Authors:Joel Bloch Abstract: Digital storytelling is a form of multimedia where personal narratives are remixed with images, photos, and music. In this paper, I explore the questions raised by implementing digital stories in multilingual academic writing classes. I first discuss the goals of the courses for introducing students to the values and norms for academic writing, with importance given to the voice of the author and the use of textual borrowing. In the second part of the paper, I discuss the ways in which digital storytelling, which has primarily been developed outside the classroom in workshops and after school activities, can be implemented in a second language classroom. I argue that digital storytelling is one of the best forms of digital literacy for introducing students to the goals of the academic classroom. In the final section, I provide examples of student digital stories to illustrate how the students developed their voices in their personal narratives and borrowed multimedia to expand on those narratives. I conclude with suggestions that future research explore ways to help students learn to transfer the approaches they take to digital storytelling to their traditional academic writing assignments. PubDate: 2018-02-22 DOI: 10.30617/dialogues.2.1.6 Issue No:Vol. 2, No. 1 (2018)
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