In-Class Expectations versus Realities: Chinese International ELLs' Experiences in a Public University ESL Classroom

Autor/inn/en	Milojicic, Višnja
Titel	In-Class Expectations versus Realities: Chinese International ELLs' Experiences in a Public University ESL Classroom
Quelle	In: CATESOL Journal, 31 (2019) 1, S.55-78 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	English Language Learners; English (Second Language); Foreign Students; Expectation; Student Experience; Public Colleges; Foreign Countries; Asians; Instructional Effectiveness; Scaffolding (Teaching Technique); Learner Engagement; Undergraduate Students; Editing; Remedial Instruction; Males; Collaborative Writing; Peer Relationship; Feedback (Response); Small Group Instruction; Cognitive Style; California; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Expectancy; Erwartung; Studienerfahrung; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Unterrichtserfolg; Redaktion; Textbearbeitung; Förderkurs; Male; Männliches Geschlecht; Peer-Beziehungen; Cognitive styles; Kognitiver Stil; Kalifornien
Abstract	The following is a qualitative study on Chinese international English language learners' (ELLs') experiences in an English as a second language (ESL) classroom. Set at Sunset University (pseudonym used), a public university in Northern California, the study uses ethnographic field methods to gauge information about an ESL teacher's and Chinese international ELLs' views about effective teaching in the public university ESL classroom. The author draws upon previous studies (McCargar, 1993; Peacock, 2001; Reid, 1987; Sawyer, 1995; Schulz, 1996) to explore whether there may be a mismatch between Chinese international ELLs' and the ESL teachers' expectations about effective teaching, and she further explores whether the existence of such a mismatch might be correlated with Chinese international ELLs' disengagement in this setting. The author discovers the presence of mismatch in 3 areas: (a) structure, (b) scaffolding, and (c) group work, all 3 of which have implications for Chinese international ELLs' (dis)engagement in the public university ESL context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01