Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. CONTRIBUTION: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality.

BACKGROUND: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. AIM: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers. SETTING: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings. METHODS: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies. RESULTS: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction. CONCLUSION: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading. CONTRIBUTION: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

Abstract The possible role of text-to-speech (TTS) audio for pedagogical purposes has not been fully explored. This study examines ESL students’ perceptions of artificial intelligence and human voices. It also explores students’ opinions on listening instruction. The investigation was conducted from April to September 2022 and involved 36 TESOL students enrolled in a BA in English or English teaching at a Costa Rican public university. It used a quantitative survey design. The researcher gathered student responses through a survey designed to collect students’ perceptions of computer-generated voices, human voices, and listening instruction. The data were quantitatively analyzed using descriptive statistics. Data analyses indicate that: 1) students find human voices more appealing than artificial intelligence voices; 2) students find female voices more appealing than male voices when a computer generates them; 3) artificial intelligence voices share some characteristics that students find more appealing; and 4) current listening instruction policies and materials should be reexamined in the language program. Consistent with the reviewed literature, these findings demonstrate that although TTS does not appeal to students as much as human voices, a part of the population finds computergenerated voices appealing. The analysis also suggests that some students cannot fully discern between computer-generated and human voices; thus, their use may be appropriate in some contexts. Finally, these findings confirm that listening instruction policies and materials should be revised to improve students’ language acquisition processes.

Resumen El posible papel de audios texto-a-voz (TTS) para usos pedagógicos no ha sido completamente explorado. Este estudio examina las percepciones de estudiantes de ILE acerca de las voces humanas y de inteligencia artificial. Asimismo, explora las opiniones de estudiantes sobre la instrucción de la escucha. Esta investigación se llevó a cabo de abril a setiembre de 2022 e incluyó a 36 estudiantes de ILE matriculados en un Bachillerato en Inglés o Enseñanza del Inglés en una universidad pública costarricense. Se utilizó un modelo cuantitativo de encuestas. El investigador recolectó las respuestas mediante una encuesta diseñada para recabar las percepciones del estudiantado acerca de las voces generadas por computadora, las voces humanas, y la instrucción de la escucha. Los datos fueron analizados de manera cuantitativa utilizando estadística descriptiva. El análisis de los datos indica que: 1) el estudiantado encuentra las voces humanas más atractivas que las voces generadas con inteligencia artificial; 2) el estudiantado considera las voces femeninas más atractivas que las masculinas cuando son generadas por computadora; 3) las voces generadas por inteligencia artificial comparten algunas características que el estudiantado encuentra más atractivas; y 4) las presentes políticas y materiales para la instrucción de la escucha deben ser reexaminadas en el programa de idiomas. Consistente con la literatura revisada, estos resultados demuestran que aunque las voces TTS no llaman tanto la atención del estudiantado como las voces humanas, una parte de la población considera las voces generadas por computadora interesantes. El análisis también sugiere que una parte del estudiantado no puede discernir en su totalidad entre voces humanas y generadas por computadora; por lo tanto, su uso puede ser apropiado en algunos contextos. Finalmente, los resultados confirman que las políticas y los materiales para la enseñanza de la escucha deben ser revisados para mejorar los procesos de adquisición del lenguaje del estudiantado.

Mathematics is one of the critical subjects studied worldwide and is a major for all science faculties and careers. However, it is 1 of the subjects in which performance is poor in all educational phases and bands. Therefore, with this research we aimed to consider the use of mother tongue in the learning and teaching of mathematics in schools. This qualitative research was a descriptive case study conducted in the OR Tambo Inland district, which comprises 2 satellite towns, Mthatha and Qumbu in the Eastern Cape province of South Africa. The focus area for the study was the Qumbu satellite. Twenty-four participants were selected through purposeful sampling. Participants were grouped in 4 focus groups with 6 members in each. An interview schedule guide with semi-structured and open-ended questions was used to collect data. A thematic approach and facts were used for data analysis and presentation. Research shows that the use of mother tongue is beneficial for all learners in all subjects, however, this is not what many teachers believe. We conclude with the recommendation that the broad South African community should be schooled in the value and impact of the use of mother tongue in education or consideration of mother-tongue-based bilingual education (MTBBE). There is a need for South Africans to understand the concept of MTBBE better. It provides advantages such as providing learners with an increased ability to think deeply, to express themselves clearly and to improve academic performance (Stoop, 2017).

BACKGROUND: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. AIM: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner SETTING: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English. METHODS: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP RESULTS: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner's literacy improved, which boosted her self-confidence. CONCLUSION: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner's habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.

Resumen Introducción. El siguiente artículo presenta el análisis que se realizó sobre la pedagogía de una maestra de lengua extranjera (inglés) en un colegio de educación primaria. Objetivo. El objetivo de esta actuación es analizar la pedagogía de la especialista en lengua extranjera (inglés); concretamente, examinar las medidas llevadas a cabo con el alumnado con trastorno por déficit de atención e hiperactividad (TDAH). Se pretende plantear un modelo realista en el paradigma de la enseñanza y el aprendizaje de la lengua anglosajona como segunda lengua con escolares con TDAH. Metodología. A través de la técnica de investigación documental, se revisará la práctica educativa, se analizarán y pondrán en práctica diversas metodologías y se modificará la praxis educativa para añadir los ajustes de intervención necesarios para que todo el alumnado, con TDAH o sin este, aprenda inglés como ESL (del inglés English as a Second Language). Resultados. A partir de este análisis, se mostrarán una serie de estrategias para trabajar el área de inglés con escolares con TDAH. Discusión. Partiendo de que este es un trastorno neurobiológico en el que la repercusión que tiene en cada persona es distinta y las áreas en las que pueden presentar problemas difieren de unas a otras, se proponen diversas actividades y tácticas basadas en el análisis del discurso para dotar a estas personas de las destrezas necesarias para la adquisición del inglés como segundo idioma. Asimismo, en el presente artículo se muestran dos modelos para el entrenamiento cognitivo de niños y niñas con hiperactividad o sin esta para actividades orales y escritas en inglés como L2.

Resumo Introdução. O seguinte artigo apresenta a análise realizada sobre a pedagogia de uma professora de língua estrangeira (inglês) em um colégio de Educação Primária. Objetivo. O objetivo desta atuação é analisar a pedagogia da especialista em língua estrangeira (inglês), mas concretamente, examinar as medidas realizadas a estudante com TDAH (Transtorno de Déficit de Atenção e Hiperatividade). Pretende-se planejar um modelo realista no paradigma do ensino e a aprendizagem da língua anglo-saxônica como segunda língua a estudantes com TDAH. Metodologia. Através da técnica de pesquisa documental, revisar-se-á a prática educativa; várias metodologias serão analisadas e colocadas em prática, e modificar-se-á a práxis educacional para acrescentar os ajustes de intervenção necessários para que o grupo de estudantes com ou sem TDAH, aprendam inglês como ESL (do inglês “English as a Second Language”). Resultados. A partir desta análise será mostrada uma série de estratégias para trabalhar a área de inglês com estudantes com TDAH. Conclusão. Partindo de que este é um transtorno neurobiológico no qual a repercussão que tem em cada pessoa é diferente e as áreas nas quais podem apresentar problemas diferem de uns a outros, propõem diversas atividades e táticas baseadas na análise do discurso para dotar a estas pessoas com as destrezas necessárias para a aquisição do inglês como segundo idioma. Da mesma forma, no presente artigo mostram-se dois modelos para o treinamento cognitivo de estudantes com ou sem hiperatividade para atividades orais e escritas em inglês como L2.

Abstract Introduction. This article analyzes the pedagogy of an ESL teacher in a primary school. Objective. This investigation aims to evaluate the instruction of the ESL teacher, more specifically to analyze the measures implemented with attention-deficit/hyperactivity disorder (ADHD) learners. All these ideas outline a realistic model in the paradigm of teaching and learning English as a second language with ADHD students. Methods. Under a desk research scope, the teacher’s instruction is reviewed, several methodologies are analyzed and put into practice, and the educational practice is modified to adjust the intervention procedures to ensure that all pupils, with or without ADHD, learn ESL. Results. As a result of this study, several techniques are recommended to teach ESL to ADHD students. Discussion. Based on the fact that ADHD is a neurobiological disorder where the impact in every person diverges and the possible problematic areas differ from one to another, several activities and techniques are proposed to provide these individuals with the skills they need to acquire English as a second language. Additionally, this article also proposes two cognitive training self-instruction models for children, with and without ADHD, for oral and written activities in ESL.

Resumen Este artículo estudia el uso de diferentes tipos de oraciones por parte de estudiantes de inglés como segunda lengua en un curso de escritura. El estudio incluye tres subdivisiones de las oraciones: (a) tipos de oración, (b) combinación de oraciones, y (c) patrones de oración. Aunque la variedad de oraciones es parte del currículo, el uso real de las estructuras no ha sido medido hasta el momento. Al comprender el uso de las estructuras por parte del estudianteado, es posible proponer cambios curriculares válidos en el programa de idiomas. Este proyecto cualitativo ha sido llevado a cabo al analizar 36 párrafos escritos por estudiantes que cursan su primer curso oral en un bachillerato en inglés. Cada oración ha sido examinada individualmente. Los resultados demuestran que 14.54% de las oraciones presenta algún tipo de error. Los tipos de error incluyen: 12 fragments (2.77%), 29 fusedsentences (6.69%), y 22 commasplices (5.08%). El resto de las oraciones tradicionales analizadas fue de 370 (85.45%). Se demuestra que los estudiantes favorecen ciertos tipos de estructuras mientras ignoran otras. Por lo tanto, las demandas del currículo y la producción escrita del estudiantado carece de coherencia. Consecuentemente, se deben incorporar cambios curriculares para mejorar la producción escrita del estudiantado.

Resumo Resumo: Este artigo estuda o uso da variedade de frases utilizadas por parte dos estudantes de inglês como segundo idioma, num curso de redação. O estudo inclui três subdivisões de uma frase: (a) tipos de frase, (b) combinação de frase e (c) padrões de frases. Apesar da variedade de frases ser parte do currículo, o uso real de estruturas de frases nunca foi medido até o momento. Ao entender o uso das estruturas de frases por parte dos estudantes, é possível propor alterações curriculares válidas no programa do idioma. Este projeto qualitativo foi realizado ao serem analisados 36 parágrafos escritos por estudantes que cursam pela primeira vez um curso oral num bacharelado em inglês. Cada frase foi examinada individualmente. Os resultados encontrados indicam que 14,54% das frases apresentaram um tipo de erro. Os tipos de erros incluídos foram: 12 fragmentos (2,77%), 29 sentenças condensadas (6,69%) e 22 vírgulas seguidas (5,08%). O número restante de frases tradicionais estudadas foi de 370 (85,45%). Estes resultados demonstram que os estudantes preferem certos tipos de estruturas e ignoram outras. Portanto, as demandas do currículo e a produção escrita dos estudantes carecem de coerência. Consequentemente, as mudanças curriculares devem ser incorporadas para melhorar a produção escrita dos estudantes.

Abstract This article studies students’ use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students’ use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. The study included 433 sentences. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included were the following: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students’ written production.

Abstract: The objective of this research is to establish a typology of errors linked to the use of articles in SSL, and to associate the greater or lesser recurrence of errors at different levels of target language: A2 and B2. The contribution of this work is to help the more systematic and consistent treatment of articles among non-native speakers of Spanish. This investigation contemplated the analysis of 67 free Spanish-language essays in two language levels, from which a taxonomy of errors was created. Subsequently, a module for teaching the articles to each level group was carried out to see the effect that the instruction had on the handling of these elements, an effect that was measured in relation to a pretest and a posttest. The results show that after the teaching module increases the overuse and the wrong selection, over the concordance errors that appeared before the teaching module. The explanation for this may be the use of hyper generalization strategies and a greater feeling of trust among the learners. The error counts also show a positive correlation between a higher level of language, and a better use of articles in Spanish. Finally, it can be said that after the teaching module a better use of the neutral is observed, although the difficulties with the defined articles persist.

Resumen: El objetivo de esta investigación es conformar una tipología de errores vinculada al uso de los artículos en ESL y asociar la mayor o menor recurrencia de errores a distintos niveles de lengua meta: A2 y B2. El aporte de este trabajo consiste en ayudar al tratamiento más sistemático y consistente de los artículos entre hablantes no nativos de español. Esta investigación contempló el análisis de 67 redacciones libres de aprendientes de español en dos niveles de lengua, a partir de los cuales se creo una taxonomía de errores. Posteriormente se realizó un módulo de enseñanza de los artículos a cada grupo de nivel, para ver el efecto que tenía la instrucción en el manejo de estos elementos, efecto que fue medido en relación con un pretest y un postest. Los resultados muestran que tras el módulo de enseñanza aumenta el sobreuso y la selección errónea, por sobre los errores de concordancia que figuraban como los preminentes antes del módulo. La explicación de esto puede ser el uso de estrategias de hipergeneralización y un mayor sentimiento de confianza entre los aprendientes. Los conteos de errores también evidencian una correlación positiva entre un mayor nivel de lengua y un mejor empleo más de los artículos en español. Finalmente, puede decirse que tras el módulo de enseñanza se observa un mejor uso del neutro, si bien persisten las dificultades con los artículos los definidos.

Anglo-Saxon poetry may seem quite distant to English language learners; however, it all depends on the purpose for which it is used in the classroom. In the activity described in this article, students are asked to listen carefully to the sound of spoken words, and then apply two powerful patterns of discourse in their writing: alliteration and alternation; this after reading and debating examples. Created by intuition and need, and developed through trial and error, Anglo-Saxon Advertising quickly became a cornerstone of the introductory British literature course for university students of English as a second language (ESL). As a further part of the process of applying this teaching tool, it was found that this type of classroom activity is supported by current international research on the didactics of English as a second language (Boers, Lindstromberg & Eyckmans, 2012; Eyckmans & Lindstromberg, 2017). In retrospect, the use of stimulating traditional literature in an English as a Second Language teaching environment raises fundamental questions about the importance of creativity in the classroom (Tsui, 2003), the need for a contemporary curriculum (Xie, 2014), the combination of language and literature (Zitlow, 2004), and the use of multiple modes of instruction (Traore & Kyei-Blankson, 2011); issues which are considered at the end of this document.

La poesía anglosajona podría parecer bastante lejana para estudiantes del idioma inglés; sin embargo, todo depende del fin con que se use ésta en el aula. En la actividad descrita en este artículo, se pide a los estudiantes que escuchen atentamente el sonido de las palabras habladas, para que luego apliquen en su redacción dos poderosos patrones de discurso: aliteración y alternancia; esto después de haber leído y debatido ejemplos. Creada por intuición y necesidad, y desarrollada a través de prueba y error, Anglo-Saxon Advertising se convirtió rápidamente en una pieza fundamental del curso introductorio de literatura británica para estudiantes universitarios de inglés como segunda lengua (ESL). Como parte posterior al proceso de aplicación de esta herramienta didáctica, se encontró que este tipo de actividad en el aula está respaldada por investigación internacional actual sobre la didáctica de inglés como segunda lengua (Boers, Lindstromberg & Eyckmans, 2012; Eyckmans & Lindstromberg, 2017). En retrospectiva, el uso de literatura tradicional estimulante en un entorno de enseñanza de inglés como segunda lengua, plantea cuestiones fundamentales sobre la importancia de la creatividad en el aula (Tsui 2003), la necesidad de un currículo contemporáneo (Xie, 2014), la combinación de lengua y literatura (Zitlow, 2004), y el uso de múltiples modalidades de instrucción (Traore & Kyei-Blankson, 2011); cuestiones que se consideran al final de este documento.

A poesía anglo-saxã poderia parecer distante para os estudantes do idioma inglês; no entanto, tudo depende da finalidade com que seja usada na sala de aula. Na atividade descrita neste artigo, pede-se aos estudantes a ouvirem atentamente o som das palavras faladas, para depois serem aplicadas em sua redação dois padrões poderosos de discurso: aliteração e alternância, isto depois de terem lido e debatido exemplos. Criada por intuição e necessidade, e desenvolvida através de teste e erro, a Anglo-Saxon Advertising tornou-se rapidamente em peça fundamental do curso introdutório de literatura britânica para estudantes universitários de inglês como segunda língua (ESL). Como parte posterior ao processo de aplicação desta ferramenta didática, encontrou-se que este tipo de atividade na sala de aula está respaldada pela pesquisa internacional atual sobre didática do inglês como segunda língua (Boers, Lindstromberg & Eyckmans, 2012; Eyckmans & Lindstromberg, 2017). Em retrospetiva, o uso de literatura tradicional estimulante no contexto do ensino do inglês como segunda língua, prevé questões fundamentais sobre a importancia da criatividade na sala de aula (Tsui 2003), a necessidade de um (currículo) contemporâneo (Xie 2014), a combinação de língua e literatura (Zitlow, 2004), e o uso de múltiplas modalidades de instrução (Traore & Kyei-Blankson, 2011); questões que se consideram no final deste documento.

Basándose en dos casos, este estudio investiga la aplicación del modelo Point, Explanation, Example (PEE) a la composición de ensayos en una clase de preparación para el examen IELTS. Este modelo fue incorporado a un programa de ocho semanas de instrucción de ESL para adultos en Londres, Inglaterra. Estudiantes que se estaban preparando para el examen IELTS escribieron ensayos antes y después de la intervención pedagógica en un tiempo límite de 40 minutos. Basado en los estándares descriptores de bandas IELTS (IELTS, 2013) y análisis de coherencia y cohesión en línea con conceptos de Systemic Functional Linguistic (Halliday & Matthiessen, 2004; McCarthy, 1991), muestras de los escritos fueron analizadas. Datos de entrevistas realizadas antes y después de la intervención pedagógica también fueron recolectados y analizados. Los resultados de este estudio indican que el modelo PEE es de cierta forma eficaz en el mejoramiento de la capacidad de composición de ensayos de los estudiantes IELTS, en particular en el área de coherencia y cohesión. Los estudiantes parecen encontrar el modelo útil con relación a la claridad y estructura que el modelo aparenta dar a sus ensayos.

Based on two case studies, this study investigates the application of the Point, Explanation, Example (PEE) model to essay composition in a multi-lingual IELTS preparation class. This model was incorporated into an eight-week programme of instruction to ESL adults in London, England. Students preparing for the IELTS exam were asked to write pre- and post-instruction essays on a given topic within 40 minutes. Employing the IELTS band descriptors (IELTS, 2013) and analyses of coherence and cohesion in line with Systemic Functional Linguistic concepts (Halliday & Matthiessen, 2004; McCarthy, 1991), samples of students' writing were analysed. Data from students' pre- and post-instruction interviews was also gathered and analysed. The findings of this study suggest that the PEE model is to some extent effective in improving the essay composition performance of IELTS students, in particular in the area of cohesion and coherence. Students find the PEE model useful in regard to the clarity and structure that the model seems to add to their essays.

La enseñanza culturalmente sensible ha sido sugerido como una educación de calidad (Edwards, 2003) para los estudiantes cultural y lingüísticamente diversos en los Estados Unidos de América. Análisis de varios programas de estudio de aprendizaje del Inglés (ELL), reveló que los enfoques sexo-céntrico (masculino-céntrico) y etno-céntrico (Euro/Western-céntrico) estaban profundamente arraigados en la mayoría de los libros de texto. La intención de este documento parcial de métodos mixtos consistió en explorar algunos hablantes de Inglés no nativos (NNES) perfil de los maestros de primaria ELL liderazgo culturalmente sensible con el fin de fomentar el debate sobre la forma de promover la transformación curricular multicultural en las aulas de primaria y cómo efectivamente formar culturalmente a los profesores de pre-servicio NNES y básico ELL en un contexto específico ESL. Análisis comparativo de datos sugirieron que no había relación causal entre los estilos de liderazgo de los participantes con sensibilidad cultural y su capacidad para llevar a cabo la transformación curricular multicultural. Las implicaciones para los profesores NNES y básico ELL pre-servicio en formación de los profesores se enmarcan desde la enseñanza culturalmente sensible y enfoques multiculturales de transformación curricular.

O ensino culturalmente sensível foi sugerido como uma educação de qualidade (Edwards, 2003) para os estudantes cultural e linguisticamente diversos nos Estados Unidos da América. Análise de vários programas de estudo de aprendizagem do Inglês (ELL), revelou que os enfoques sexocêntrico (masculino-cêntrico) e etnocêntrico (Euro/Western-cêntrico) estavam profundamente enraizados na maioria dos livros de texto. A intenção deste documento parcial de métodos mistos, consistiu em explorar alguns falantes de Inglês não nativos (NNES) perfil dos professores de primária ELL liderança culturalmente sensível com o fim de fomentar o debate sobre a forma de promover a transformação curricular multicultural nas salas de aula de primária e como efetivamente formar culturalmente os professores de préserviço NNES e básico ELL em um contexto específico ESL. Análise comparativa de dados sugeriram que não havia relação causal entre os estilos de liderança dos participantes com sensibilidade cultural e sua capacidade para realizar a transformação curricular multicultural. As implicações para os professores NNES e básico ELL pré-serviço em formação dos professores se desde o ensino culturalmente sensível e enfoques multiculturais de transformação curricular.

Culturally responsive instruction has been suggested as quality education (Edwards, 2003) for minority students in subtractive and additive bilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentric) and Ethno-centric (Euro/Western-centric) approaches were deeply embedded in most English textbooks of curriculum development. The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers' culturally responsive leadership profile in order to further the discussion on not only how to promote English curriculum transformation in English as second language (ESL) and English as foreign language (EFL) settings, but also to effectively train culturally responsive non-native English speaking (NNES) English pre-service teachers. Comparative data analysis suggested that there were no causal relationship between NNES English teachers' culturally responsive leadership styles and their abilities to perform multicultural transformation of English curriculums. To be highly effective in transforming English curriculum, NNES English teachers needed to be systematically trained on how to do so. Implications for NNES English pre-service teacher education are framed from the culturally responsive and anti-oppressive education approaches.

L'enseignement culturellement sensible a été perçu comme une éducation de qualité (Edwards, 2003) pour les étudiants culturellement etlinguistiquement divers dans les États-Unis d'Amérique. L'analyse de plusieurs plans d'études de l'apprentissage de l'anglais (ELL) a montré que les approches sexiste et ethnocentriste (euro-centriste) étaient profondément enracinés dans la plupart des livres de texte. L'intention de ce document partiel de méthodes mixtes a été d'explorer quelques locuteurs de l'anglais dont la langue maternelle était une autre (NNES), le profil des instituteurs de primaire ELL, le leadership culturellement sensible, afin d'ouvrir le débat sur la manière de promouvoir la transformation curriculaire multiculturelle dans les salles de classe de primaire et comment former culturellement les enseignants stagiaires NNES et les instituteurs ELL dans un contexte spécifique ESL. L'analyse comparative des données a montré qu'il n`y avait un rapport causal entre les styles de leadership des participants culturellement sensibles et leur capacité pour être à l'origine d'une transformation curriculaire multiculturelle. Les implications pour la formation des instituteurs NNES et stagiaires ELL sont délimitées à partir de l'enseignement culturellement sensible et les approches multiculturelles de la transformation curriculaire.

The purspose of this quasi-experimental study was to investigate the effect of explicit instruction in the use of metacognitive strategies of planning, monitoring and evaluation on the listening performance of university ESL students in three competence levels. The study suggests that explicit metacognitive strategy training results in more effective L2 listening comprehension and, thus, it should be an integral part of any ESL learning program.

El objetivo del presente estudio cuasiexperimental fue determinar la importancia que tiene la instrucción explícita del uso de estrategias metacognitivas de planificación, monitoreo y evaluación en la comprensión auditiva de estudiantes universitarios de inglés como L2 en tres niveles de desarrollo de la lengua. Los resultados sugieren que la instrucción explícita de este tipo de estrategias contribuye a una comprensión auditiva más efectiva y, por lo tanto, debería ser integrada a los programas regulares de instrucción en L2.

En la actualidad, la enseñanza de estrategias de lectura genera significativa atención como un medio efectivo para mejorar la comprensión de lectura. El objetivo es examinar el efecto de la intervención de la estrategia de subrayado, basado en el modelo CALLA, en contextos EFL y ESL. Se seleccionaron al azar 189 estudiantes universitarios de diferentes universidades de Irán e India. Basados en un examen de competencias, se agrupó a los estudiantes en niveles alto, medio y bajo. Después se les enseñó la estrategia de subrayado durante sesiones de capacitación. Los resultados indican que la intervención o la instrucción explícita fue efectiva en el mejoramiento de la comprensión de lectura tanto de los estudiantes iraníes como indios, aunque los estudiantes indios de ESL obtuvieron un mejor resultado en comparación con la contraparte de estudiantes iraníes de EFL. No hubo diferencia significativa entre el nivel de competencia y el desempeño de los estudiantes en la comprensión de lectura en contextos EFL y ESL. Además, no hubo diferencia significativa entre hombres y mujeres en ambos contextos.

Reading strategies instruction is currently gaining much attention as an effective means of enhancing reading comprehension. In this research, we examined the effect of Underlining Strategy Intervention, based on the CALLA model in EFL and ESL contexts. A group of 189 college students were randomly selected from different universities in Iran and India. Based on a proficiency test, students were grouped into high, moderate, and low level. Then, the underlining strategy was taught during the treatment sessions. The results suggest that intervention or explicit instruction was effective in increasing the reading comprehension of both Iranian and Indian students although Indian ESL students were able to perform better in comparison to their Iranian EFL counterparts. There was no significant difference between proficiency level and students' performance in reading comprehension in EFL and ESL contexts. In addition, there was no significant difference between males and females in both contexts.

Actuellement, l'enseignent de stratégies de lecture génère attention significative comme moyen efficace pour améliorer la compréhension de lecture. L'objectif étant d'examiner l'effet de l'Intervention de la Stratégie de Souligné basée sur le modèle CALLA dans des contextes EFL et ESL. 189 étudiants universitaires de différentes universités d'Iran et d'Inde ont été choisis au hasard. Basés sur un examen de compétences on a regroupé les étudiants dans des niveaux haut, moyen et bas. Apres, on leur a appris la stratégie de souligné pendant des séances de formation. Les résultats ont montré que l'intervention ou l'instruction explicite a été efficace pour l'amélioration de la compréhension de lecture tant des étudiants iraniens comme des indiens, mémé si ceux-ci, d'ESL ont mieux réussi en comparaison avec la contrepartie des iraniens d'EFL. Il n'y a pas eu de différence significative entre le niveau de compréhension et la performance des étudiants dans l'épreuve de lecture dans des contextes EFL et ESL. Par ailleurs, il n'y a pas eu de différences significatives entre hommes et femmes dans les deux contextes.