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Teaching English as a Second Language

A Resource Guide

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

It was written for English as a second language educators, especially teachers
and prospective teachers who work with limited English proficient students of all
language backgrounds. It provides a holistic picture of the many dimensions in ...

Teaching English as a Second Language

Has English literature a place in the teaching of English as a second- language?
The question is relevant in view of the fact that there are educationists in the
country who make much of the concept of English as a 'library language". By
treating ...

Psycholinguistic Dimensions of Translation Competence Into English as a Second Language

Developing a Diagnostic Tool

This thesis explores translation competence within the framework of learning and teaching in higher education. In particular, it takes a student-centred approach that explores the psycholinguistic and cognitive aspects of translation competence into English as a second language. This approach is based on students' psychological needs, particularly in relation to assessment. The thesis focuses on developing an assessment tool which can perform the dual role of diagnosing students' translation difficulties when translating from Arabic into English, and helping them learn about the mental processes underpinning translation. It argues that developing such a tool within a self-assessment framework is much needed in translation pedagogy, for an essential attribute of a successful translation graduate is the ability to work autonomously, and to be able to self-monitor and self-evaluate one's work. The theoretical framework of the assessment tool is based on a psycholinguistic model namely, the Translation Continuum Model, which is converted into a prototype diagnostic tool by the introduction of test items, and an interview technique based on the notion of self-assessment. The prototype was trialled and refined on two separate occasions. Findings from the trials suggest that a collaborative approach to assessing translation competence whereby learners are active participants in the assessment process can be the starting point towards self-assessment. The thesis concludes by explaining how the self-diagnostic model can be used to strengthen the curriculum, by confirming how the study has proved the usefulness of the Translation Continuum Model, by acknowledging the limitations of the study, and by making recommendations for future research.

It argues that developing such a tool within a self-assessment framework is much needed in translation pedagogy, for an essential attribute of a successful translation graduate is the ability to work autonomously, and to be able to self ...

Possible Heritage Language Loss in Hispanic Students Enrolled in English as a Second Language Programs Or in Transitional Bilingual Education Programs

The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area. Ten students were enrolled in Transitional Bilingual Education (TBE) classes and ten students were enrolled in English as a Second Language (ESL) classes, during the academic year 2004-2005. Oral Reading Fluency (ORF) in English and Spanish were measured over a short-term progress monitoring period (i.e. sixteen consecutive weeks), and over a long-term follow-up period (i.e. nine and twelve months later, respectively). To answer the first research question on the amount and type of growth in English and Spanish ORF demonstrated by the students over time, two main types of analyses were conducted: a) time series analysis of group improvement trends, and b) Analysis of Variance (ANOVA) on individual student slope coefficients. Results from quantitative analyses revealed that both groups of students improved in English reading over time. However, when considering the long-term progress, the TBE group demonstrated a faster rate of improvement in English reading when compared to the ESL group and also to their own Spanish reading. As for the ESL group, the students reached a plateau of performance in Spanish, indicating, at best, minimal skills in the heritage language while continuing to progress in English. To answer the second research question, regarding parents' beliefs on bilingualism and maintenance of the heritage language in their children, semistructured Parents' Interviews (PI) with open-ended questions were conducted. Results from qualitative analyses revealed three major themes: Both sets of parents believed in the connection between the native language and increased life opportunities, the TBE parents affirmed the heritage language as symbol of their cultural identity, and the ESL parents acknowledged their children's native language loss. Findings from this study suggest that students instructed in their native language in the early elementary years appear to have a better chance of maintaining their heritage language over time, when compared to students instructed solely in English.

The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area.

Reference List of Materials for English as a Second Language: Texts, readers, dictionaries, tests

Each reader has approximately 125 pages and contains exercises and
vocabulary drills. The volumes available are : The House of the Seven Gables, by
Nathaniel Hawthorne (750 words); Moby Dick, by Herman Melville (1000 words);
 ...