http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/catesoljournal/rss Recent eScholarship items from The CATESOL Journal Fri, 15 May 2026 06:03:45 +0000 https://escholarship.org/uc/item/7hr8j8nr <p>Language anxiety makes it difficult for many English learners to speak, even when they know what they want to say. This emotional barrier can block communication, limit classroom participation, and slow progress. While research has explored how anxiety affects second language learning, many teachers still lack simple, practical tools to help students build confidence. This article introduces the Language Anxiety Reduction Cycle (LARC), a four-step framework that guides learners from initial exposure to authentic English through structured practice, supported real-world interaction, and independent use. Each stage is designed to reduce fear and promote meaningful communication. Grounded in classroom experience and informed by second language acquisition theories, the model offers flexible, actionable strategies. Rather than aiming to eliminate anxiety altogether, the LARC helps students manage it and grow. This practical article is intended for teachers, program designers, and... https://escholarship.org/uc/item/7hr8j8nr Mon, 11 May 2026 00:00:00 +0000 Crespo, Ivan https://escholarship.org/uc/item/9zw8w7mk Abstracts https://escholarship.org/uc/item/9zw8w7mk Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9zq6s650 Editors’ Note https://escholarship.org/uc/item/9zq6s650 Thu, 10 Oct 2024 00:00:00 +0000 Roberge, Mark Kinsella, Kate https://escholarship.org/uc/item/9zf7g1cz CATESOL Journal Editorial Staff https://escholarship.org/uc/item/9zf7g1cz Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9xx0c184 While most teachers of ESOL recognize the importance of vocabulary, many are unfamiliar with vocabulary research and unsure about how to best address wordlearning needs. This article presupposes that word learning is a complex task requiring more than formulaic methods. To prepare teachers to address the dynamic and often unwieldy nature of word learning, we propose several central questions designed to help teachers reflect on fundamental issues such as word selection (e.g., Which words should be targeted?), word knowledge (e.g., What does it mean to know a word?), and word teaching (e.g., What should be included in the definition, instruction, and practice that I provide?).Each question is followed by initial answers based on vocabulary research that teachers are encouraged to apply to their own situations. The goal is to enable teachers to apply research findings to the development of their own principled and effective approaches to vocabulary instruction. https://escholarship.org/uc/item/9xx0c184 Thu, 10 Oct 2024 00:00:00 +0000 Zimmerman, Cheryl Boyd Schmitt, Norbert https://escholarship.org/uc/item/9ws5g0d3 Giving effective writing feedback can be a challenge for any English instructor. Teaching students how to provide peer feedback can be problematic as well. Both these challenges may seem even more apparent when teaching online during a pandemic. Using Google Docs for collaborative writing feedback is one effective method for addressing both these concerns in a university-based Intensive English Program (IEP). This critical perspective examines how to scaffold collaborative writing feedback remotely using free and widely available platform Google Docs and looks at future use, post-pandemic. In particular, it will share how the authors used Google Docs to track feedback and corrections from instructors to students, set up interactive writing exercises in synchronous courses, and engage in peer-to-peer editing during a pandemic. https://escholarship.org/uc/item/9ws5g0d3 Thu, 10 Oct 2024 00:00:00 +0000 Andrade, Christina Roshay, Amber https://escholarship.org/uc/item/9w34r7rs Both California state law and the federal No Child Left Behind Act (NCLB) require that all schools assess the English language proficiency of newly enrolled students who speak a language other than English at home and, annually, all English learners (ELs) already enrolled. California meets this requirement by administering the California English Language Development Test, or CELDT. The CELDT has three primary purposes: to identify students who are ELs, determine their English proficiency level, and assess their progress in acquiring listening, speaking, reading, and writing skills in English through time. We examine data on the validity and reliability of the CELDT to determine if it is an appropriate tool for carrying out these purposes. We conclude that the CELDT is likely a sufficiently valid and reliable tool for making judgments about groups of students but not for making crucial educational decisions about individual students. https://escholarship.org/uc/item/9w34r7rs Thu, 10 Oct 2024 00:00:00 +0000 Stokes-Guinan, Katie Goldenberg, Claude https://escholarship.org/uc/item/9w1342d0 Prospective teachers pursue a graduate degree in TESOL with the expectation that they will become more qualified, on paper and in practice, and more recognized as professionals in the field. In this article, the authors interrogate that assumption by exploring what it means to be a TESOL professional and how graduate students begin to shape this identity. Using their own professional-development paths and input from other graduate students to guide their investigation, the authors make the claim that when graduate students take advantage of professional-development opportunities in a structured and reflective way, they professionalize themselves and the TESOL field at large. https://escholarship.org/uc/item/9w1342d0 Thu, 10 Oct 2024 00:00:00 +0000 Lorimer, Christina Schulte, Julia https://escholarship.org/uc/item/9v95p2zm ESL instructors, curriculum designers, and materials writers must make decisions about which linguistic features to teach and the sequence in which to present them. Historically, ESL professionals have had to rely on intuitions about language use and frequency to guide them in making these decisions. Recently, however, corpus linguistics studies have provided information about the language actually used by speakers and writers in natural situations, including the relative frequencies of features and words. Because more frequent grammatical structures and words will be more useful to students both receptively and in production, this information has great potential for advancing ESL instruction. This article emphasizes the importance of frequency information for the teaching of ESL and offers suggestions for change. In addition, it provides practical applications for teaching certain features and words that corpus linguistics has shown to be quite frequent; their frequency, however,... https://escholarship.org/uc/item/9v95p2zm Thu, 10 Oct 2024 00:00:00 +0000 van Zante, Janis Persiani, Robin https://escholarship.org/uc/item/9v6735v3 Pronunciation in the Classroom: The Overlooked Essential - Tamara Jones (Ed.) https://escholarship.org/uc/item/9v6735v3 Thu, 10 Oct 2024 00:00:00 +0000 Quarterman, Carolyn https://escholarship.org/uc/item/9tz30016 CATESOL Journal Editorial Staff https://escholarship.org/uc/item/9tz30016 Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9tm2z6z9 Guest Editor’s Note https://escholarship.org/uc/item/9tm2z6z9 Thu, 10 Oct 2024 00:00:00 +0000 Brinton, Donna Ching, Robby https://escholarship.org/uc/item/9tk7s95d Much research has been conducted documenting the reading and writing challenges students in precollege courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses “developmental,” “remedial,” or “basic skills” courses. These “developmental” students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, &amp; Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing collegelevel courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading... https://escholarship.org/uc/item/9tk7s95d Thu, 10 Oct 2024 00:00:00 +0000 Molina, Sarina Chugani Manasse, Mark https://escholarship.org/uc/item/9t58811c College Writing Skills With Readings (10th ed.) by John Langan and Zoe Albright https://escholarship.org/uc/item/9t58811c Thu, 10 Oct 2024 00:00:00 +0000 Brazenas, Adam https://escholarship.org/uc/item/9s49s1nh This reflective essay discusses my experience over one year during the COVID-19 global pandemic. I analyze my experiences teaching and my observations of students, concluding that the affordances of blended learning can be useful for engaging multilingual students, and that such engagement allows for more time for formative feedback for students. Specifically, a blended approach was used in a graduate ESL communications class for international students, most of whom took the class from their home countries. However, this approach may not necessarily fit with the teaching style of the instructor. Thus, the teaching and learning context adjusted by the COVID-19 pandemic resulted in a transformative teaching experience, wherein the instructor learned the value of more self-directed learning by the students. In this paper, course context will first be outlined, followed by detailed accounts of each course design approach, including cases in which students took the classes entirely... https://escholarship.org/uc/item/9s49s1nh Thu, 10 Oct 2024 00:00:00 +0000 Sherwood, Leslie https://escholarship.org/uc/item/9rx8391t What Are the Benefits of Cooperative Learning in Content-Based Instruction? https://escholarship.org/uc/item/9rx8391t Thu, 10 Oct 2024 00:00:00 +0000 Moss, Rocio Flores https://escholarship.org/uc/item/9rw7f069 Step Forward 1: Multilevel Activity Book - J. Adelson-Goldstein and C. Mahdesian https://escholarship.org/uc/item/9rw7f069 Thu, 10 Oct 2024 00:00:00 +0000 Lee, Hye-Young https://escholarship.org/uc/item/9rw5m37n 1993-1994 CATESOL Board of Directors https://escholarship.org/uc/item/9rw5m37n Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9px4w8fc Transitions: An Interactive Reading, Writing, and Grammar Text by Linda Bates https://escholarship.org/uc/item/9px4w8fc Thu, 10 Oct 2024 00:00:00 +0000 Betta, Laurie https://escholarship.org/uc/item/9n39w9sd This study investigates teachers’ use of the English Language Development (ELD) Classroom Assessment, an assessment of English proficiency used in a large urban school district in California. This classroom assessment, which consists of a checklist of the California ELD standards, is used to make high-stakes decisions about students’ progress from one ELD level to the next and serves as one criterion for reclassification. Ten elementary school teachers were interviewed and asked to produce verbal protocols while scoring the ELD Classroom Assessment of two of their students. Through six examples from the data, this paper shows that teachers do not interpret the ELD standards consistently and as a result the scores they assign on the ELD Classroom Assessment to different students have different meanings. The paper concludes by discussing several factors that might affect how teachers interpret standards and the implications of these findings for the use of standardsbased classroom... https://escholarship.org/uc/item/9n39w9sd Thu, 10 Oct 2024 00:00:00 +0000 Llosa, Lorena https://escholarship.org/uc/item/9mt5x2tg Pronunciation Myths: Applying Second Language Research to Classroom Teaching - Linda Grant (Ed.) https://escholarship.org/uc/item/9mt5x2tg Thu, 10 Oct 2024 00:00:00 +0000 Carrasquel, Nicole Hammond https://escholarship.org/uc/item/9m21m76x 2011-2012 CATESOL Board of Directors https://escholarship.org/uc/item/9m21m76x Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9kx2s6x0 Applying Second Language Research Results in the Design of More Effective ESL Discussion Activities https://escholarship.org/uc/item/9kx2s6x0 Thu, 10 Oct 2024 00:00:00 +0000 Folse, Keith https://escholarship.org/uc/item/9kw7244m As international student enrollment increases on college campuses across the US, the landscape of the composition classroom is among the first to observe the shift in the student demographic. Though some international students benefit from developmental English and ESL initiatives, most will eventually experience the mainstream writing classroom. With inclusion, the linguistic divides between international students, native speakers, and course texts are exacerbated, and it is on the instructor to find ways to provide universal access to course material and engage students in an equitable manner. This pilot study examines the viability of multimodal theme-sets as a means of bridging the literacy and cultural divides that often subjugate international students within the mainstream composition classroom. This quasi-experimental study examines 2 linguistically diverse, mainstream writing classrooms with significant L2 international student enrollment to identify how multimodal theme-sets... https://escholarship.org/uc/item/9kw7244m Thu, 10 Oct 2024 00:00:00 +0000 Ruefman, Daniel https://escholarship.org/uc/item/9k3715mx Word Strategies: Building a Strong Vocabulary (Low-Intermediate Level) - Janet Giannotti https://escholarship.org/uc/item/9k3715mx Thu, 10 Oct 2024 00:00:00 +0000 Lee, Grace W. https://escholarship.org/uc/item/9jj604kr Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP... https://escholarship.org/uc/item/9jj604kr Thu, 10 Oct 2024 00:00:00 +0000 Ferris, Dana R. https://escholarship.org/uc/item/9j92c7qv Researchers (Bowley &amp; Meng, 1994; Cope &amp; Black, 1985; Kamhi-Stein, 1996) have focused on the need for librarians and ESL faculty to collaborate on teaching library skills for academic purposes. These skills are needed to utilize resources that include print materials, computer databases, and Internet sources. Information literacy competency standards are currently being developed on the national, state, and local levels by library and educational organizations, but little is known about ESL instructors’ perceptions of teaching library research skills, also known as information competency skills. This study surveyed full-time and part-time ESL faculty at an urban community college about the levels at which various information competency skills should be taught. The results of this study reveal that most fulltime ESL instructors favored introducing only the most basic library skills (such as how to check out books and information about how a library is organized) at the... https://escholarship.org/uc/item/9j92c7qv Thu, 10 Oct 2024 00:00:00 +0000 Mitoma, Dona Son, Kathryn https://escholarship.org/uc/item/9hq2s52x Final Draft 4 - Wendy Asplin, Monica F. Jacobe, and Alan S. Kennedy https://escholarship.org/uc/item/9hq2s52x Thu, 10 Oct 2024 00:00:00 +0000 Ibaraki, Alexander T. https://escholarship.org/uc/item/9hg653jw CATESOL Journal Editorial Staff https://escholarship.org/uc/item/9hg653jw Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9gr4b5vh Learning Beyond the Classroom: Developing the Community Connection https://escholarship.org/uc/item/9gr4b5vh Thu, 10 Oct 2024 00:00:00 +0000 Beard, Tim https://escholarship.org/uc/item/9gp381jc 1998-1999 CATESOL Board of Directors https://escholarship.org/uc/item/9gp381jc Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9gm1463g Beyond Repeat After Me: Teaching Pronunciation to English Learners - Marla Tritch Yoshida https://escholarship.org/uc/item/9gm1463g Thu, 10 Oct 2024 00:00:00 +0000 Deneroff, Ivanne https://escholarship.org/uc/item/9gj206z1 CATESOL Journal Editorial Staff https://escholarship.org/uc/item/9gj206z1 Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9gh705t1 Abstracts https://escholarship.org/uc/item/9gh705t1 Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9fs2z2r5 The number of nonnative English speakers and Generation 1.5 students enrolled in mainstream English classes continues to grow, especially in community colleges in California and other western states. Yet most English teachers with degrees in Literature, Creative Writing, or even Composition have not been trained in TOESL and often feel underprepared to work with these students and the specific language and grammar problems they bring into the classroom. A recent study focused on the overall preparedness level of new community college Composition instructors provided some interesting data in this regard, illuminating the unique challenge community college teachers face in the increasingly multicultural and multilingual reality of today’s mainstream English classes, which are most often not designed with ESL students in mind. https://escholarship.org/uc/item/9fs2z2r5 Thu, 10 Oct 2024 00:00:00 +0000 Anderson, Chris https://escholarship.org/uc/item/9fc1246x Communities of practice have taken a firm foothold in the second language teaching profession due to their promise of enabling participants to self determine their professional development needs and, through peer mentoring, achieve their goals. This article provides a rationale as to why the model is particularly well suited to teacher professional development along with guidelines for establishing and sustaining the community. This process is illustrated via several examples: (1) a large-scale, multinational community of practice established in the Lower Mekong region of Southeast Asia and funded by the U.S. Department of State's Office of English Language Programs and (2) two teacher-created local outgrowths of this community established in Siem Reap and Phnom Penh, Cambodia. https://escholarship.org/uc/item/9fc1246x Thu, 10 Oct 2024 00:00:00 +0000 Brinton, Donna M. Chilmonik, Kimberly Echelberger, Andrea Koi, Bot Monh, Sarina https://escholarship.org/uc/item/9f9788vn This article discusses practical ways to incorporate theater concepts into the ESL classroom. The notion of a theater ensemble lends itself well to group work in language learning. I have used my experience auditioning, participating in theater games, and improv techniques to encourage second language learning through public speaking, group collaboration, and giving students the power to speak. https://escholarship.org/uc/item/9f9788vn Thu, 10 Oct 2024 00:00:00 +0000 Badie, Gina Tiffany https://escholarship.org/uc/item/9f5972rd Second Language Vocabulary Acquisition: A Rationale for Pedagogy by James Coady and Thomas Huckin (Eds.) https://escholarship.org/uc/item/9f5972rd Thu, 10 Oct 2024 00:00:00 +0000 Lipp, Ellen https://escholarship.org/uc/item/9dq4v1nd The TESOL Practicum: A Tale of Three Books https://escholarship.org/uc/item/9dq4v1nd Thu, 10 Oct 2024 00:00:00 +0000 Selvi, Ali Fuad https://escholarship.org/uc/item/9df59928 The TESOL Encyclopedia of English Language Teaching by John I. Liontas (Ed.) https://escholarship.org/uc/item/9df59928 Thu, 10 Oct 2024 00:00:00 +0000 Nall, Matthew https://escholarship.org/uc/item/9cv7469w Teachers of English as a second or foreign language often state that they lack an understanding of how to teach vocabulary in a principled, evidence-based way sensitive to students’ needs. Vocabulary teaching is typically unsystematic, not adequately supported by curricula and teaching materials, and shaped by beliefs based in opinion or myth. A large amount of research on L2 vocabulary learning and processing is now available, and most of this work is on English vocabulary. The present article synthesizes this body of knowledge to achieve the following: (a) establish how many words learners need to know for different purposes; (b) discuss the scientific evidence for commonly held beliefs about vocabulary teaching; (c) recommend sound, research-informed teaching practices; and (d) refer the audience to a range of freely available high-quality tools that can facilitate lexical instruction in English. https://escholarship.org/uc/item/9cv7469w Thu, 10 Oct 2024 00:00:00 +0000 Dronjic, Vedran https://escholarship.org/uc/item/9cf6g0wd The present study explored patterns and individual differences in the composing processes of a group of ESL students in an academic setting. Research questions included the following: • Do students demonstrate significant individual differences in the composing process? • Do some students at this level have a personal composing style? If so, when was it defined and how strong/rigid is it? • How do students who have their own style manage their composing process in light of course-designated composing guidelines? Participants were students in an ESL basic composition class. A preliminary wholeclass survey was followed by interviews with a small sample of students who reported on their composing process from “zero” through the first draft. Responses showed similarities and differences in the composing process; however, differences were significant enough to be considered individualized. Thus, a one-size-fits-all approach may not serve students best in ESL composition. Implications... https://escholarship.org/uc/item/9cf6g0wd Thu, 10 Oct 2024 00:00:00 +0000 Chen, Karen https://escholarship.org/uc/item/9bx4p8sk Although most educators recognize the benefits of collaboration with other colleagues, many may not be aware of the numerous benefits attained by collaboration between native and nonnative-speaking educators. In this article, the authors discuss these benefits, beginning with a history of their collaborative relationship that began in graduate school and has continued for several years. They discuss both their individual differences and similarities that have contributed to their relationship and enhanced their understanding of their students, their ability to teach more effectively, and their professional lives. Lastly, the authors conclude with recommendations for how others can establish and maintain a lasting collaborative relationship. https://escholarship.org/uc/item/9bx4p8sk Thu, 10 Oct 2024 00:00:00 +0000 de Oliveira, Luciana Carvalho Richardson, Sally https://escholarship.org/uc/item/9br6h5jq Contents https://escholarship.org/uc/item/9br6h5jq Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/9b51g54q Editor’s Note https://escholarship.org/uc/item/9b51g54q Thu, 10 Oct 2024 00:00:00 +0000 Messerschmitt, Dorothy Murray, Denise https://escholarship.org/uc/item/9b4325v1 Editors’ Note https://escholarship.org/uc/item/9b4325v1 Thu, 10 Oct 2024 00:00:00 +0000 Roberge, Mark Wald, Margi https://escholarship.org/uc/item/99w9r5x8 Competency in written and oral communication is viewed as important for graduate students to be competitive in academic and non-academic careers; however, writing and speaking support provided by graduate institutions is often limited. International graduate students (IGSs) in particular face challenges in disciplinary communication and research collaboration. To investigate the challenges IGSs face and inform pedagogical changes, a needs assessment was conducted at a large U.S. public institution. An anonymous online survey designed to measure IGSs' perceptions of their current written and oral communication abilities, needs, and behaviors revealed that activities involving partnership with faculty or peers, such as grant writing, were particularly challenging to IGSs. We argue that collaboration with other graduate students and faculty plays a key role in advancing the skill sets of IGSs, and we provide several suggestions to graduate instructors and program coordinators on... https://escholarship.org/uc/item/99w9r5x8 Thu, 10 Oct 2024 00:00:00 +0000 Butler, Brenna M. Morrow, Jennifer Ann Soblo, Hannah I. Benson, Kirsten F. https://escholarship.org/uc/item/99t4523x Planning and Teaching Creatively Within a Required Curriculum for Adult Learners - Anne Burnes and Helen de Silva Joyce (Eds.) https://escholarship.org/uc/item/99t4523x Thu, 10 Oct 2024 00:00:00 +0000 McLaughlin, Claire https://escholarship.org/uc/item/99n23586 What Error Correction Can(not) Accomplish for Second Language Writers by Dana Ferris https://escholarship.org/uc/item/99n23586 Thu, 10 Oct 2024 00:00:00 +0000 Torres, Christina https://escholarship.org/uc/item/98k9h6qq This article explores the perspectives of 2 Mexican immigrant women enrolled in an English as a Second Language family literacy program in California. Through describing the women’s participation in storybook reading and writing short compositions, the article illustrates how these learners were able to expand on their current literacy practices in order to adopt new school literacies they could share with their children. To this end, the article explores the learners’ histories with L1 literacy practices and discusses the ways that classroom participation in new L2 genres was congruent with these women’s sense of their own identities, and their goals for themselves and their children. In so doing, the article contends that Bakhtin’s (1981, 1986) theories of language can provide helpful guidance for teachers who want to build on the strengths of adult learners in such programs. https://escholarship.org/uc/item/98k9h6qq Thu, 10 Oct 2024 00:00:00 +0000 Menard-Warwick, Julia https://escholarship.org/uc/item/98h546t0 Our Global Village (2nd ed.) by A. Labarca &amp; J. M. Hendrickson https://escholarship.org/uc/item/98h546t0 Thu, 10 Oct 2024 00:00:00 +0000 McKibban, Katie https://escholarship.org/uc/item/97m605bg Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued by Maneka Deanna Brooks https://escholarship.org/uc/item/97m605bg Thu, 10 Oct 2024 00:00:00 +0000 Uysal, Huseyin https://escholarship.org/uc/item/97m5w547 Her Rightful Place https://escholarship.org/uc/item/97m5w547 Thu, 10 Oct 2024 00:00:00 +0000 Devenney, Raymond https://escholarship.org/uc/item/97h67632 2000-2001 CATESOL Board of Directors https://escholarship.org/uc/item/97h67632 Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/97h1r3pc Despite facing multiple challenges in obtaining a college degree, some immigrant students successfully navigate the US educational system. Learning about their experiences in our schools can help us identify and implement specific practices and policies that make schooling more rewarding for a large student population. The journey of a Guatemalan immigrant from elementary school to a 4-year university is described in this article. The obstacles she faced throughout are presented and ways in which hurdles were overcome are explained. Educators from kindergarten teachers to university professors are encouraged to learn about the context in which students emigrate to the US and the multitude of out-ofschool factors that influence their educational achievement. https://escholarship.org/uc/item/97h1r3pc Thu, 10 Oct 2024 00:00:00 +0000 Borjian, Ali https://escholarship.org/uc/item/9787j9gb Language and Discrimination: A Study of Communications in Multiethnic Workplaces by C. Roberts, E. Davies, and T. Jupp https://escholarship.org/uc/item/9787j9gb Thu, 10 Oct 2024 00:00:00 +0000 McGroarty, Mary https://escholarship.org/uc/item/96w6z883 For academic writers to use a word, they must know not only its basic meaning, its pronunciation, and the contexts in which the word is used, they must also possess more complex knowledge—a word’s collocational patterns and grammatical constraints (Colombi &amp; Schleppegrell, 2002; Halliday, 1987, 1994). Gaining the lexicogrammatical knowledge needed to use words appropriately in college writing is a particular challenge for Generation 1.5 ESL writers. These students, who come to college with a rich academic and nonacademic vocabulary developed through years of formal study and daily interaction in English, often produce awkward or even ungrammatical sentences when they use this vocabulary productively. This paper focuses on lexicogrammatical errors commonly found in the academic writing of Generation 1.5 ESL students and discusses how discourse-based strategies for teaching grammar can be adapted to help these learners use academic vocabulary in a semantically and grammatically... https://escholarship.org/uc/item/96w6z883 Thu, 10 Oct 2024 00:00:00 +0000 Holten, Christine Mikesell, Lisa https://escholarship.org/uc/item/96w0449w Guest Editor’s Note https://escholarship.org/uc/item/96w0449w Thu, 10 Oct 2024 00:00:00 +0000 Roberge, Mark Wald, Margi https://escholarship.org/uc/item/96v684xt CATESOL Journal Editorial Staff https://escholarship.org/uc/item/96v684xt Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/96d6c94w This article discusses my (recursive) process of theory building and the relationship between research, teaching, and theory development for graduate students. It shows how graduate students can reshape their conceptual frameworks not only through course work, but also through researching classes they teach. Specifically, while analyzing the intersection of modality, evidence, and argument in my students’ writing, I began to adopt Bakhtinian (1981) theory of dialogic voicing and appropriation as a framework through which to approach writing development. I examine the influences of curriculum, policy, citation, and plagiarism on student writing and conclude with discussing the changes in my teaching practices. https://escholarship.org/uc/item/96d6c94w Thu, 10 Oct 2024 00:00:00 +0000 Mori, Miki https://escholarship.org/uc/item/96c5g8x1 List of Contributors https://escholarship.org/uc/item/96c5g8x1 Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/96c1h89m This article proposes a process for building ESOL students’ capacity for engaged and active citizenship through which EL/civics classes serve as a venue for not just comprehending, but also critically examining, the systems we have. It draws on years of work with ESOL providers, the Equipped for the Future citizen/community member role map, and a theoretical framework that describes three kinds of citizens: personally responsible, participatory, and justice-oriented citizens. The process guides educators to approach every teaching context as having the potential to foster all three kinds of citizenship, and it encourages the exploration of possibilities at every level of English proficiency. It honors the lifetime of experience as community members that immigrants bring to each new civic task in this culture. The author lays out the process in a series of steps with specific suggestions for classroom activities and examples from teachers with whom she has worked. https://escholarship.org/uc/item/96c1h89m Thu, 10 Oct 2024 00:00:00 +0000 Nash, Andy https://escholarship.org/uc/item/9688040r The Internet has become one of the most important teaching tools in recent years in terms of its power to change everyday practices in educational settings. In parallel with the expansion of Internet use in the classroom, both teachers and students have begun to accept the changes. However, some obstacles still need to be overcome before teachers can effectively integrate Internet-based activities into class practices. This paper presents a brief history of technology use in foreign language education, describes some basic benefits and challenges of employing the Internet through specific illustrations taken from the researcher’s educational experiences in the field of English language teaching, and provides several guidelines for teachers regarding effective use of the Internet in the foreign language classroom. https://escholarship.org/uc/item/9688040r Thu, 10 Oct 2024 00:00:00 +0000 Hişmanoğlu, Murat https://escholarship.org/uc/item/9642v7wx Ventures 3 (Student’s Book and Teacher’s Book) - Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez, and K. Lynn Savage https://escholarship.org/uc/item/9642v7wx Thu, 10 Oct 2024 00:00:00 +0000 Lichwa, Ewa https://escholarship.org/uc/item/95j3w2wp Generation 1.5 ESL students are often characterized as achieving quite advanced oral/aural proficiency but less developed academic literacy (Forrest, 2006; Singhal, 2004). And yet little is known about the relationship between their spoken and written discourse. Thus, this paper discusses a case study that explored the relationship of spoken and written discourse of a Generation 1.5 ESL student, whom we call Mary, in a college ESL composition classroom. The findings revealed that Mary employed speechlike features for her writing (i.e., use of colloquial language and lack of explicitness in linguistic and content terms). These findings indicate that Mary seemed to write the way she spoke, which contributed to making her writing informal, implicit, and less persuasive. In addition to examining the language features, we explored the effect of explicit instruction on the difference between spoken and written discourse. Such instruction turned out to be partially effective. Findings... https://escholarship.org/uc/item/95j3w2wp Thu, 10 Oct 2024 00:00:00 +0000 Jeffries, Michelle Yi, Youngjoo https://escholarship.org/uc/item/94w6d0sm Adventures in Composition: New Pathways in Writing - Judith Kay and Rosemary Gelshenen https://escholarship.org/uc/item/94w6d0sm Thu, 10 Oct 2024 00:00:00 +0000 Sharp, Darla https://escholarship.org/uc/item/94r316xs 2015-2016 CATESOL Board of Directors https://escholarship.org/uc/item/94r316xs Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/94n4h0hd Reflecting on the Practicum: An Invitation to Continue the Conversation https://escholarship.org/uc/item/94n4h0hd Thu, 10 Oct 2024 00:00:00 +0000 Abeywickrama, Priya Olsher, David Santos, Maricel G. https://escholarship.org/uc/item/94j0z4ds Papers in Honor of David Eskey https://escholarship.org/uc/item/94j0z4ds Thu, 10 Oct 2024 00:00:00 +0000 Devine, Joanne https://escholarship.org/uc/item/9454v4sr Abstracts https://escholarship.org/uc/item/9454v4sr Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/93b8266p Language Power: Tutorials for Writers - Dana R. Ferris https://escholarship.org/uc/item/93b8266p Thu, 10 Oct 2024 00:00:00 +0000 Sherwood, Leslie Bennett https://escholarship.org/uc/item/9304h1sz This article explores the teaching of English to speakers of other languages as an art, and as such, how teachers can engage in the creative process to develop their own teaching and encourage students to gain more meaningful and effective language skills. Drawing on the work of psychologists, art educators, and creative pedagogy, the writer details four stages in the creative process (Wallas, 1926/2014) and eight habits (Hetland, Winner, Veenema, &amp; Sheridan, 2013) to practice within those stages to help all teachers identify, evaluate, and develop their creativity. A grammar lesson from the writer’s work as an ESL instructor in reading/writing for graduate students in art and design is used to exemplify how we can all become more creative and successful facilitators of language learning. https://escholarship.org/uc/item/9304h1sz Thu, 10 Oct 2024 00:00:00 +0000 Schoff, Susannah https://escholarship.org/uc/item/92r7j0cm Reading for Today 5: Topics for Today (4th ed.) - Lorraine C. Smith and Nancy Nici Smith https://escholarship.org/uc/item/92r7j0cm Thu, 10 Oct 2024 00:00:00 +0000 Miles, Chad https://escholarship.org/uc/item/92m6361j To succeed academically, students must learn how to develop critical response to texts (both written texts and visual texts). Asynchronous forums provide an ideal setting for developing these response practices. This article illustrates how the author created scaffolded online forum discussions to support students in their academic literacy development. These discussions took place in a high-intermediate community college ESL class that included early- and late-arriving immigrant students, US-educated multilingual writers who have graduated from US high schools, and international students. The article concludes with a list of issues that teachers should consider when attempting to use online forum discussions in their specific contexts. https://escholarship.org/uc/item/92m6361j Thu, 10 Oct 2024 00:00:00 +0000 Bauler, Clara Vaz https://escholarship.org/uc/item/92f4x3t4 What Is the Role of Teaching Culture in Content-Based Instruction? https://escholarship.org/uc/item/92f4x3t4 Thu, 10 Oct 2024 00:00:00 +0000 Hilles, Sharon Lynch, Dennis https://escholarship.org/uc/item/91w3q731 Navigating the Intercultural Classroom Tuula Lindholm and Johanne Mednick Myles https://escholarship.org/uc/item/91w3q731 Thu, 10 Oct 2024 00:00:00 +0000 Lessard-Clouston, Michael https://escholarship.org/uc/item/91m6k3tg McGraw-Hill’s Conversational American English: The Illustrated Guide to the Everyday Expressions of American English - Richard A. Spears, Betty Birner, and Steven Kleinedler https://escholarship.org/uc/item/91m6k3tg Thu, 10 Oct 2024 00:00:00 +0000 Hindoyan, Niree Annie https://escholarship.org/uc/item/91c921b9 Listening comprehension is an essential and challenging skill for language learners, and listening instruction can also be a challenge for language instructors, since they have little access to the listening process inside students’ minds. Greater knowledge about what learners perceive when they listen could help language teachers better tailor their instruction to student needs. In this mixed-methods study, students at 2 proficiency levels participated in a listening test based on Field’s paused transcription method (2008a, 2008c, 2011). Results were analyzed quantitatively on the basis of student and text level, word class, and articulation rate. Transcription errors were analyzed qualitatively to identify patterns of mishearing. Paused transcription is recommended as a classroom activity to identify and raise awareness of student listening challenges. https://escholarship.org/uc/item/91c921b9 Thu, 10 Oct 2024 00:00:00 +0000 Sheppard, Beth Butler, Brian https://escholarship.org/uc/item/9175r53n Teaching and learning English in the US are complex processes that are not explained by language theories or methods alone. Concepts such as the relationship between language majority groups and language minority groups, language status, immigration, economics, language planning, and policies add to the complexity of language-learning situations. Effective teachers for the more than 5 million English learners (ELs) in kindergarten through 12th grades require unique knowledge, skills, and dispositions. This article provides a review of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocultural theories and practices. https://escholarship.org/uc/item/9175r53n Thu, 10 Oct 2024 00:00:00 +0000 Lavadenz, Magaly https://escholarship.org/uc/item/9106p9hr This action research investigated the effects of the Social-Interactive Writing for English Language Learners (SWELL) method on the social interaction and cognitive writing processes of a pair of elementary school Mandarin-speaking English language learners (ELLs) in California. In the study, the researcher modified Topping’s paired-writing method, a highly structured process-writing approach, and designed a new model called the SWELL method to teach the pair of ELLs. Complex social and cognitive behaviors of participants were found in the study. The teacher’s constant modeling of strategies to promote a positive attitude in the SWELL method played a crucial role. Use of L1 between partners was also found to be important, since it helped promote more in-depth discussions during the interaction. Furthermore, contrary to Vygotsky ’s (1934/2000) idea of pairing an expert with a novice to promote effective learning, this study indicated that pairing intermediate-level novice ELLs... https://escholarship.org/uc/item/9106p9hr Thu, 10 Oct 2024 00:00:00 +0000 Teo, Adeline (Lei) K. https://escholarship.org/uc/item/90r4807p This article describes the benefits of using asynchronous computer- mediated communication (CMC), specifically discussion forums, with second language learners. Students have been shown to contribute more, and at a higher level of linguistic complexity, to CMC discussions than in face-to-face situations. Further, participation is more equitable among students, and less instructor-controlled, in this type of discourse than in a normal classroom setting. The asynchronous nature of the discussion forum allows users to read the postings without the pressure to respond immediately and provides a transcript of the conversation for conference or evaluation purposes. The article also discusses the author’s use of a CMC discussion forum in her high school English as a Second Language class. Student postings and reflections are included. A list of free educational Internet forums is also provided. https://escholarship.org/uc/item/90r4807p Thu, 10 Oct 2024 00:00:00 +0000 Jewell, Mary https://escholarship.org/uc/item/90p0h01m The COVID-19 pandemic abruptly shifted the delivery of teaching and learning, particularly for adult English learners (ELs) and international students enrolled in US institutions. This study investigates EL perspectives of their English instructors during the COVID-19 pandemic and the shift to remote learning in the spring of 2020 through a quantitative approach. Participants (N = 158) completed a perception questionnaire, and the results were analyzed through IBM SPSS Statistics 27.0.1. Results identify lower attendance and engagement tied to perceptions of limited instructor knowledge in online environments. In addition, they show perceptions of lower instructor effort, limited opportunities to connect with peers, and limited resources for students. These findings suggest the need for instructors with digital literacy skills and social and emotional skills in order to connect and strengthen class communities. https://escholarship.org/uc/item/90p0h01m Thu, 10 Oct 2024 00:00:00 +0000 Alomari, Iyad Saito, L. Erika https://escholarship.org/uc/item/90j0k57r I Read It, But I Don’t Get It by Chris Tovani https://escholarship.org/uc/item/90j0k57r Thu, 10 Oct 2024 00:00:00 +0000 Beck-Murphy, Timbre https://escholarship.org/uc/item/8zb9b618 Introduction to the Theme Section https://escholarship.org/uc/item/8zb9b618 Thu, 10 Oct 2024 00:00:00 +0000 Vafai, Maliheh Mansuripur https://escholarship.org/uc/item/8xq704ct This study draws upon critical theory for its theoretical underpinnings and narrative inquiry as a methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse racial, linguistic, and cultural identities. Data collection consisted largely of a questionnaire survey and interviews that were conducted with seven teachers and administrators of African descent. Results suggested that teachers in the study see themselves as more than English language specialists but as role models, life coaches, cultural ambassadors, and agents of social change in ESL classrooms. Narratives showed that Black teachers’ perspectives and approaches to teaching English as a second language are a valuable resource for educators seeking to incorporate race pedagogy in the ESL curriculum and improve faculty racial diversity. https://escholarship.org/uc/item/8xq704ct Thu, 10 Oct 2024 00:00:00 +0000 Nabukeera, Olive https://escholarship.org/uc/item/8xq687ct To improve reading fluency and comprehension and to acquire vocabulary, ESL students must be exposed to a wide variety of readings, particularly continuous text. Recently, there has been renewed interest in literature as a valuable tool in teaching English as a Second Language. Therefore, as a supplemental reading assignment, two instructors of advanced-level students in an Intensive English Program (IEP) collaborated on a theme-based approach to teaching reading, writing, and critical thinking using The Tortilla Curtain by T. C. Boyle and a news survey of relevant articles. The choice of this particular novel proved timely because of its connection to current events and the abundance of media reports and political debates regarding illegal immigration and the rights of undocumented immigrants. Students explored issues related to immigration, racism, and social justice. This thematic approach helped the students develop reading fluency and comprehension and improve their vocabulary... https://escholarship.org/uc/item/8xq687ct Thu, 10 Oct 2024 00:00:00 +0000 Hiruma, Rosemary Jonckheere, Barbara https://escholarship.org/uc/item/8xq056z8 Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs’ writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use these strategies to express their ideas more effectively in compositions in a more organized way. The participants were 8 students in grades 3 through 5 in the South Bay School District. The students were participating in an after-school writing class 2 days a week for 6 months. As a result, the overall average of students’ writing scores in the areas of “Ideas” and “Organization” increased. While the overall averages were below the proficiency level (3.0), these writing strategies can be seen as having a positive impact on ELLs’ writing skills. https://escholarship.org/uc/item/8xq056z8 Thu, 10 Oct 2024 00:00:00 +0000 Cooks, Jamal Sunseri, Anita https://escholarship.org/uc/item/8xg1x1pr Guest Editor’s Note https://escholarship.org/uc/item/8xg1x1pr Thu, 10 Oct 2024 00:00:00 +0000 Roberge, Mark Wald, Margi https://escholarship.org/uc/item/8wv0j3s5 Teaching and Learning Second Language Listening: Metacognition in Action - Larry Vandergrift and Christine Chuen Meng Goh https://escholarship.org/uc/item/8wv0j3s5 Thu, 10 Oct 2024 00:00:00 +0000 Adam, Dawne https://escholarship.org/uc/item/8vk73913 Pronunciation instruction is still underemphasized in many language programs as well as in teacher-training curricula despite reports of significant improvement from many studies. Three factors may account for this resistance and for the difficulty of making pronunciation instruction an integral part of language teaching: the time obstacle, the methodology obstacle, and the curricular obstacle. I will outline why these obstacles have emerged, and suggest specific solutions to work around them, with the goal of achieving powerful pronunciation practices in the classroom. The approach taken draws on psycholinguistic research about the mechanisms of phonological acquisition in second language (L2) learners (in both in-class and out-of-class learning contexts). https://escholarship.org/uc/item/8vk73913 Thu, 10 Oct 2024 00:00:00 +0000 Darcy, Isabelle https://escholarship.org/uc/item/8vk0g5pn Mastering techniques of self- and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their academic essays. Fostering student buy-in to the editing process, sequencing rubrics over a series of essays, and establishing a productive role for the teacher during peer revision were all features of this process. https://escholarship.org/uc/item/8vk0g5pn Thu, 10 Oct 2024 00:00:00 +0000 Bowman, Ingrid K. Robertson, John https://escholarship.org/uc/item/8vh9z4qt Forty ESL students responded to extemporaneous stimuli produced by 4 ESL teachers of different language backgrounds. The listeners rated each stimulus for foreign accentedness and comprehensibility (estimation of difficulty in understanding an utterance) on 9-point scales. They also answered comprehension questions to measure speakers’ interpretability and transcribed each stimulus in standard orthography to assess speakers’ intelligibility. The results showed that accentedness, perceived comprehensibility, intelligibility, and interpretability of NNESTs were all independent dimensions, except for an influence of accentedness on perceived comprehensibility (r = 0.503, p &lt; 0.001, 2-tailed). Foreign-accented speech was only believed to be difficult to understand. Thus, the hypothesis that ESL students’ negative attitudes are the result of reduced intelligibility and interpretability of NNESTs’ foreign-accented speech was not supported in this study. Interestingly, students’ high... https://escholarship.org/uc/item/8vh9z4qt Thu, 10 Oct 2024 00:00:00 +0000 Kim, Taesung https://escholarship.org/uc/item/8vf1404p Guest Editor’s Note https://escholarship.org/uc/item/8vf1404p Thu, 10 Oct 2024 00:00:00 +0000 Pascucci, Amy https://escholarship.org/uc/item/8vf0v8xg CATESOL Journal Editorial Staff https://escholarship.org/uc/item/8vf0v8xg Thu, 10 Oct 2024 00:00:00 +0000 https://escholarship.org/uc/item/8vb3s2s2 Guest Editor’s Note https://escholarship.org/uc/item/8vb3s2s2 Thu, 10 Oct 2024 00:00:00 +0000 Kohns, Robert Sidman-Taveau, Rebekah Roberge, Mark Wald, Margi https://escholarship.org/uc/item/8t58r09r Past studies in language teaching have addressed the issue of whether the benefits of formal instruction outweigh those of naturalistic instruction, or vice versa.1 This study examined 1 aspect of naturalistic instruction closely: the conversation partnership. There were 3 conversation partnerships (English/Mandarin, English/Arabic, and English/Korean); each partner played the role of native speaker (NS) and nonnative speaker (NNS) of 1 language. An underlying idea of this study is that the repercussions of a relationship in which members are equal partners in language learning may extend beyond the relationship and into the community. These pairs were organized by the ESL Center at the Monterey Institute of International Studies (MIIS). Transcripts of 10-minute English parts of 6 conversations (2 from each partnership) were examined for uses of certain negotiation strategies, and the participants’ opinions regarding the usefulness of these strategies in learning English, Mandarin,... https://escholarship.org/uc/item/8t58r09r Thu, 10 Oct 2024 00:00:00 +0000 Poreba, Janine https://escholarship.org/uc/item/8t29h4s9 K-12 Education in the Post Proposition 227 Era https://escholarship.org/uc/item/8t29h4s9 Thu, 10 Oct 2024 00:00:00 +0000 Dunlap, Susan https://escholarship.org/uc/item/8sx816jn Password 1: A Reading and Vocabulary Text - Linda Butler https://escholarship.org/uc/item/8sx816jn Thu, 10 Oct 2024 00:00:00 +0000 Jerome, Amanda https://escholarship.org/uc/item/8sn8t8tg University of California Responses to the Needs of ESL Students: 1983—1996 https://escholarship.org/uc/item/8sn8t8tg Thu, 10 Oct 2024 00:00:00 +0000 Celce-Murcia, Marianne Schwabe, Tippy https://escholarship.org/uc/item/8sd7c74z This narrative research study involving 13 Hmong college women reveals some of the challenges that multilingual students may face in the American educational system. Using stories told by the participants about their language- and literacydevelopment experiences, the author identifies commonalities in those experiences. The similarities in their stories suggest that linguistically diverse students may often be inadvertently subjected to marginalizing experiences in their interactions with both educators and classmates. The author offers 3 positive suggestions for addressing critical issues in the US educational system: establishing and equipping the teacher as an agent for social change, promoting critical multiculturalism in the classroom, and legitimizing and giving voice to the minority experience. https://escholarship.org/uc/item/8sd7c74z Thu, 10 Oct 2024 00:00:00 +0000 Huster, Kim