Denney, Shelby

Herrera, Dulce

Young, Kelsey

English

University of Northern Colorado

Ursidae: The Undergraduate Research Journal at the Universityof Northern ColoradoVolume 1 | Number 1 Article 3January 2011Understanding English as a Second LanguageAcquisition Processes: Findings From ESL Pre-service Teachers’ Studies of Local Learners andSchools. Part IIShelby DenneyDulce HerreraKelsey YoungFollow this and additional works at: http://digscholarship.unco.edu/urjPart of the Education CommonsThis Oral Abstract is brought to you for free and open access by Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion inUrsidae: The Undergraduate Research Journal at the University of Northern Colorado by an authorized editor of Scholarship & Creative Works @Digital UNC. For more information, please contact Jane.Monson@unco.edu.Recommended CitationDenney, Shelby; Herrera, Dulce; and Young, Kelsey (2011) "Understanding English as a Second Language Acquisition Processes:Findings From ESL Pre-service Teachers’ Studies of Local Learners and Schools. Part II," Ursidae: The Undergraduate Research Journalat the University of Northern Colorado: Vol. 1 : No. 1 , Article 3.Available at: http://digscholarship.unco.edu/urj/vol1/iss1/3Understanding English as a Second Language Acquisition Processes: Findings from ESL pre-service teachers’ studies of local learners and schools. Part IIShelby Denney; Dulce Herrera; Kelsey YoungFaculty sponsor: Deborah RomeroOver the past few years, Colorado has seen over 200% growth in English language learners in schools across the state. This change in classroom demographics puts increasing importance on the preparation and graduation of qualified teachers, who possess sound knowledge about how linguistically diverse individuals learn and acquire a second language, as well as the skills and dispositions to work and support their academic success in K-12 education.   With these points in mind, this panel shares findings from undergraduate pre-service English as a Second Language (ESL) teachers and their projects which explore how English language learners acquire and develop communicative and academic competence. Pre-service ESL teachers were required to conduct case study projects as a part of their ESL preperation. These projects helped to ground their understanding of theories of second language acquisition, linguistics and other sociocultural variables that affect student learning. They used qualitative observational methods, and in some cases participant observation, to gather a range of data from English language learners.   Findings from individual presentations explore English language acquisition and teaching in a variety of contexts, across elementary and high school. Presenters will explain how theories of second language learning inform their learning about ESL and will offer examples of 1Denney et al.: Understanding English as a Second Language Acquisition ProcessesPublished by Scholarship & Creative Works @ Digital UNC, 2011empirical data and linguistic analyses to explain the challenges and successes encountered by English language learners in our schools and society. Findings discuss issues of pronunciation, grammar, motivation and instructional strategies and their respective relationships to linguistically diverse students’ English language learning and academic success.   All presenters are teacher candidates pursuing a K-12 endorsement in teaching English as a Second Language through the department of Hispanic Studies.2Ursidae: The Undergraduate Research Journal at the University of Northern Colorado, Vol. 1, No. 1 [2011], Art. 3http://digscholarship.unco.edu/urj/vol1/iss1/3

Understanding English as a Second Language Acquisition Processes: Findings From ESL Pre-service Teachers’ Studies of Local Learners and Schools. Part II

https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1002&amp;context=urj

Understanding English as a Second Language Acquisition Processes: Findings From ESL Pre-service Teachers’ Studies of Local Learners and Schools. Part II

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