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Download full textNgo, Hieu V. – TESL Canada Journal, 2012
Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta's major school boards. Results of the survey…
Descriptors: Educational Environment, Cultural Pluralism, School Activities, English (Second Language)
Jasinski, Mary-Anne – TESL Canada Journal, 2012
The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research…
Descriptors: Access to Education, Stakeholders, Nonprofit Organizations, Foreign Countries
Direct linkKrumenaker, Larry; Many, Joyce; Wang, Yan – TESL Canada Journal, 2008
This case study addressed issues of ESL mainstreaming by examining a teacher's experiences and needs in teaching a social studies class where ESL students were mainstreamed. Extended observations, semistructured interviews, and documentary analysis served to unravel classroom dynamics, showing that the teacher modified various aspects of teaching…
Descriptors: Teaching Experience, Individualized Instruction, Social Studies, Case Studies
Miller, Jenny – TESL Canada Journal, 2007
Linguistic minority students in schools must acquire and operate in a second language while negotiating mainstream texts and content areas, along with negotiating an emerging new sense of social identity. This article presents journal data from an Australian ethnographic study that explored the relationship between second-language use, textual…
Descriptors: Language Minorities, Ethnography, Social Environment, Self Concept
Deckert, Glenn – TESL Canada Journal, 2004
The author contends that the topical content of ESL lesson materials in schools and universities is of ethical significance. Based on an established model for ethical judgment in social services, five guidelines for ethical selection of lesson topics are proposed and illustrated. Lesson topics must help ESL students: (a) adjust to local…
Descriptors: Second Language Instruction, Course Content, Ethics, Guidelines
Motha, Suhanthie – TESL Canada Journal, 2005
This article examines processes of gender identity construction in the classrooms of two ESOL teachers living in their first year of teaching. Drawing from a year-long study of beginning teaching, the author explores the complex relationship among the physical body, language pedagogy, and socially constructed understandings of beauty, then goes on…
Descriptors: Sexual Identity, Beginning Teachers, Second Language Learning, Second Language Instruction
