Resource Library

The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation,

Fueled by the No Child Left Behind Act (NCLB) and its focus on standardized testing, the U.S. assessment system has been driven by capitalism rather than educational benefit. Annually, the testing industry, which four companies monopolize, is valued at between $400 and $700 million.

The stage is set for major change in California early childhood education (ECE).

The study examines the connection between domain-specific learning opportunities in English as a foreign language (EFL) teacher preparation and preservice EFL teachers' pedagogical content knowledge (PCK).

This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China.

Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States.

This chapter focuses on the preparation of pre-service teachers to teach science to English Learners (ELs) and is based on the SSTELLA (Secondary Science Teaching with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizo

The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear.

This article draws on data from the capstone graduate course in a specially designed professional development program for rural math and science teachers that describes how participant teachers translated their newly acquired knowledge about English as a second language (ESL) into a mentoring experi

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.