Applying Linguistics to the Adult ESOL Classroom: A Guide for ESOL Teachers in Community Centers

Author

Lenore Costello, The Graduate Center, City University of New YorkFollow

Date of Degree

6-2023

Document Type

Thesis

Degree Name

M.A.

Program

Linguistics

Advisor

Alberta Gatti

Subject Categories

Applied Linguistics | First and Second Language Acquisition

Keywords

ESOL

Abstract

Many community centers in urban areas of the United States offer English as a Second or Other Language (ESOL) classes to adults. This thesis is intended as a resource for teachers of those classes, so that they may make pedagogical decisions that are informed by Second Language Acquisition (SLA) research findings on how languages are learned. The thesis is designed for teachers with and without formal background in ESOL or linguistics. Each chapter introduces an SLA concept that pertains to instructed SLA: (1) the natural order hypothesis, (2) mental representation and interlanguage, (3) the role of input in acquisition, (4) the output hypothesis, and (5) the role of corrective feedback in the classroom. Each chapter concludes with concrete suggestions on how to apply the concept explained in the classroom.

Recommended Citation

Costello, Lenore, "Applying Linguistics to the Adult ESOL Classroom: A Guide for ESOL Teachers in Community Centers" (2023). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/5297