21.2847, Calls: Applied Linguistics/USA

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LINGUIST List: Vol-21-2847. Thu Jul 08 2010. ISSN: 1068 - 4875.

Subject: 21.2847, Calls: Applied Linguistics/USA

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1)
Date: 07-Jul-2010
From: Cecelia Cutler < Cecelia.Cutler at lehman.cuny.edu >
Subject: TESOL 2011
 

	
-------------------------Message 1 ---------------------------------- 
Date: Thu, 08 Jul 2010 15:01:32
From: Cecelia Cutler [Cecelia.Cutler at lehman.cuny.edu]
Subject: TESOL 2011

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Full Title: TESOL 2011 
Short Title: TESOL 2011 

Date: 17-Mar-2011 - 19-Mar-2011
Location: New Orleans, Louisiana, USA 
Contact Person: Cecelia Cutler
Meeting Email: Cecelia.Cutler at lehman.cuny.edu
Web Site: http://www.tesol.org/s_tesol/sec_document.asp?CID=1517&DID=4073# 

Linguistic Field(s): Applied Linguistics 

Call Deadline: 14-Jul-2010 

Meeting Description:

Panel on:  Native language use in multilingual ESL classrooms: strategies,
practices, and beliefs

The vast majority of English Language Learners (ELLs) in the US are taught English in English-Only ESL (English as a Second Language) classrooms (Crawford 2004). Little or no native/heritage language support is offered as the goal of most ESL programs is not bilingualism, but English monolingualism (Skutnabb-Kangas 1991). 

A number of research studies all concur about the importance of bilingual children's first language (L1) or 'mother tongue' for overall personal and educational development (Baker 2000, Cummins 2000, Skutnabb-Kangas 2000). Cummins (2000) claims that English Language Learners (ELLs) learn English more quickly and effectively if they receive first language support in school and many other studies have pointed to the connection between first language proficiency, particularly first language literacy and the transfer of these linguistic skills of the target language (Cummins 2000, Greene 1998, Krashen 1992, Rossell & Baker 1996). 

Indeed, many ESL teachers are interested in allowing students to use their L1 in particular settings, especially when they have some degree of competence themselves. But teachers often face resistance from their ESL colleagues and administrators who hold onto the 'monolingual principle' or the idea that only the target language should be used in the ESL classroom. Some teachers are also intimidated by allowing students to use languages they have no knowledge of or feel it is unfair for a teacher to communicate with some students in their L1, but not with others due to a lack of competence. 

Call for Papers
Panel on the Use of Students' L1 in the ESL Classroom

This panel brings together current research on language practices in ESL classrooms, particularly classrooms where students' use of the L1 is permitted or encouraged. Ethnographic approaches are particularly welcome. In addition to classroom practices any an all research related to the role and use of students' native languages in the ESL classroom including school policies, teachers' attitudes, beliefs, and classroom practices, and students' attitudes towards their own learning are encouraged. 

Please send an expression of interest by July 14; Abstracts are due July 20th. 

Contact:
Cecelia Cutler
Cecelia.Cutler at lehman.cuny.edu




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LINGUIST List: Vol-21-2847