2018 Session II: Barbie Tootle

Hyun Jung Joo
joo.77@osu.edu
Teaching and Learning, Foreign, Second, & Multilingual Language Education
Alan Hirvela, Advisors

Learning How to Teach ESL Writing

This two-year longitudinal study of a high school ESL classroom explores the relationship between instructional contexts and the structure and content of ELL students’ argumentative essays. Findings reveals that the teacher’s developing expertise in teaching argumentative writing generated the differing ways of co-construction of argumentation.

Eunjeong Park
park.1752@osu.edu
Teaching and Learning, Foreign, Second, & Multilingual Language Education
Alan Hirvela, Advisor

Input enhancement with the lexical input processing in incidental and intentional learning

This study investigates the effects of lexical input enhancement on learners of performing semantically-oriented tasks on the retrieval of target words and comprehension in academic composition. Data from the retrieval tasks and comprehension cloze tests are analyzed using ANOVA and t-test to investigate possible effects of orientation and tasks.

Tamara Roose
roose.30@osu.edu
Teaching and Learning, Foreign, Second, & Multilingual Language Education
Youngjoo Yi, Advisor

Beyond Language Skill Development: How Adult ESL Classes Can Better Support Immigrant Parenting in the U.S.

Immigrant parents often experience heightened intergenerational challenges raising children in a foreign land, such as diminished parental authority, role reversal, conflict, and emotional distance. Thus, Adult English as a Second Language classes can provide significant support by incorporating parenting and family challenges into their curricula.

Yanan Zhao
zhao.1070@osu.edu
Teaching and Learning, Foreign, Second, & Multilingual Language Education
Alan Hirvela, Advisor

Understanding Chinese Students’ Academic Writing Experiences in An American High School

This multiple-case study explores a group of Chinese international students’ academic writing experience in an American private high school. It focuses on how these young L2 writers comprehend and complete various writing tasks assigned in their English Language Arts and U.S History classes. Findings identified these students’ challenges and coping.