Abstract: This article describes the complex cognitive and linguistic challenges of summarizing expository text at vocabulary, syntactic, and rhetorical levels. It then outlines activities to help ABE/ESL learners develop corresponding skills.
Abstract: This qualitative study reports the findings implementing a pen pal letter exchange project between adult English language learners and volunteer native English speakers. The pen pal project was implemented using a holistic and socio-cultural approach to English literacy development. This article presents pen pal writing as an authentic language learning strategy which promotes individualized student learning and engagement. It also discusses the benefits that the pen pal letter exchange offered to study participants, including linguistic and cultural gains. Data for the study were collected through interviews, questionnaires, field notes, and participants' letters. Study findings are presented through the following themes: Student engagement, scaffolding learning, content of the letters, mini-lessons, and suggested steps for implementation of a pen pal project.
Abstract: The purpose of this study was to explore the nature of effective teacher-student verbal interaction during the instructional time with the emphasis on teacher's talk, and its role on linguistically and culturally diverse adult English language learners' (ELL) learning English as a second language. A group of advanced-level English as a Second Language (ESL) students and their teacher were studied in terms of their classroom interaction. The student cohort included 16 adult ESL students who were enrolled in an advanced-level grammar and writing class, part of an intensive program of English for Academic Purposes (EAP). Data from multiple sources--class observations, teacher and student interviews, and documents--were constantly compared, and developmentally and spirally analyzed. Results show multidimensional aspects of "scaffolded teacher talk" (STT): Comfortable Talk, Dialogic Talk, Mediated Talk, and Purposeful Talk. Results also indicate supportive evidence of scaffolding roles of STT on varied aspects of English language learning: grammar and writing productions, classroom participation processes, and relationship building.