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Leadership Practices to Support Teaching and Learning for English Language Learners / Alyson McGee, Penny Haworth and Lesieli MacIntyre.
// TESOL Quarterly Volume 49, Issue 1, March 2015. 2015pages 92–114. With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective leadership for successful teaching and learning, there is a lack of research into leadership of English for speakers of other languages (ESOL). This article reports on a research project investigating leadership practices which support ESOL teaching and learning in two New Zealand schools, where English language learners are a minority in the classroom. A number of successful leadership practices for ESOL emerged, including establishing clear goals, enabling leaders to be role models, providing ESOL professional learning, and empowering teaching and learning for ESOL. A number of challenges to successful leadership were also revealed, such as the marginalisation of ESOL and a business as usual approach, with English language learners expected to fit into existing practices. This article concludes that as numbers of English language learners continue to grow in schools, a strong focus on developing leadership practices and capacity to support ESOL teaching and learning is essential.
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Voices Without Words: Doing Critical Literate Talk in English as a Second Language / Jasmine Luk and Angel Lin.
// TESOL Quarterly Volume 49, Issue 1, March 2015. 2015pages 67–91. Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English-proficiency senior secondary students in Hong Kong conducted critical talk in English. The study specifically investigates how the students used English to express ideas that were first developed in Cantonese (the students first language). Based on a discourse analysis of the criticality and elaborateness of the Cantonese and English utterances of one group of students, the authors discuss findings that reveal a significant contrast between the students more elaborated discourse in Cantonese and a restricted discourse in English characterised by reduced content and limited lexicogrammatical structures. The findings call for more attention to the impacts of linguistic proficiencies on critical thinking performance of ESL learners and to how the communicative gaps in critical literate talk revealed in ESL learners first and second languages can be gradually reduced.
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