Elsa Roberts Auerbach
Biographic Data
| ID | 5997528 |
|---|---|
| NAME | Elsa Roberts Auerbach |
| GIVEN NAMES | Elsa Roberts |
| FAMILY NAME | Auerbach |
| SIGNATURE | AUERBACH E R |
| AFFILIATIONS | University of Massachusetts Boston Boston Massachusetts United States |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Reflections on Auerbach (1993), “Reexamining English Only in the ESL Classroom”
It's Not the English Thing
Recent L2 reading research suggests that readers' metacognitive awareness of their reading processes and strategies enhances proficiency. This article presents a retrospective account of an undergraduate ESL reading course that takes the implications of this research one step further by bringing the research process directly into the ESL classroom: In this course, students were trained to investigate their own reading as part of the pedagogical p…
Reexamining English Only in the ESL Classroom
Despite widespread opposition to the English Only movement, support for bilingual education, and advocacy for language rights, many U.S. ESL educators continue to uphold the notion that English is the only acceptable medium of communication within the confines of the ESL classroom. Although the exclusive use of English in teaching ESL has come to be seen as a natural and commonsense practice which can be justified on pedagogical grounds, this art…
Toward a Social-Contextual Approach to Family Literacy
The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical sta…
ESL for Action
"Comments on Elsa Roberts Auerbach's "Competency-Based ESL
Competency-Based ESL
While competency-based education has become widely accepted as the state-of-the-art approach to adult ESL, there has been little published discussion of its theoretical assumptions or implications. This article examines eight key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second language acquisition theory. The results of an informal survey of teacher attitudes …
The Hidden Curriculum of Survival ESL
This article discusses a new genre in ESL materials—the increasingly popular survival texts designed for newly arrived adults. A wide range of selections from these texts is examined in light of the stated goals of curriculum writers, as well as the less obvious social implications of these materials. In view of the explicit concern with realistic context, texts are evaluated in terms of both how accurately they reflect the immigrants' reality an…
Reexamining English Only in the ESL Classroom
Despite widespread opposition to the English Only movement, support for bilingual education, and advocacy for language rights, many U.S. ESL educators continue to uphold the notion that English is the only acceptable medium of communication within the confines of the ESL classroom. Although the exclusive use of English in teaching ESL has come to be seen as a natural and commonsense practice which can be justified on pedagogical grounds, this art…
The Hidden Curriculum of Survival ESL
This article discusses a new genre in ESL materials—the increasingly popular survival texts designed for newly arrived adults. A wide range of selections from these texts is examined in light of the stated goals of curriculum writers, as well as the less obvious social implications of these materials. In view of the explicit concern with realistic context, texts are evaluated in terms of both how accurately they reflect the immigrants' reality an…
It's Not the English Thing
Recent L2 reading research suggests that readers' metacognitive awareness of their reading processes and strategies enhances proficiency. This article presents a retrospective account of an undergraduate ESL reading course that takes the implications of this research one step further by bringing the research process directly into the ESL classroom: In this course, students were trained to investigate their own reading as part of the pedagogical p…
Competency-Based ESL
While competency-based education has become widely accepted as the state-of-the-art approach to adult ESL, there has been little published discussion of its theoretical assumptions or implications. This article examines eight key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second language acquisition theory. The results of an informal survey of teacher attitudes …
Reflections on Auerbach (1993), “Reexamining English Only in the ESL Classroom”
The Hidden Curriculum of Survival ESL
This article discusses a new genre in ESL materials—the increasingly popular survival texts designed for newly arrived adults. A wide range of selections from these texts is examined in light of the stated goals of curriculum writers, as well as the less obvious social implications of these materials. In view of the explicit concern with realistic context, texts are evaluated in terms of both how accurately they reflect the immigrants' reality an…
Competency-Based ESL
While competency-based education has become widely accepted as the state-of-the-art approach to adult ESL, there has been little published discussion of its theoretical assumptions or implications. This article examines eight key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second language acquisition theory. The results of an informal survey of teacher attitudes …
"Comments on Elsa Roberts Auerbach's "Competency-Based ESL
Toward a Social-Contextual Approach to Family Literacy
The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical sta…
ESL for Action
Reexamining English Only in the ESL Classroom
Despite widespread opposition to the English Only movement, support for bilingual education, and advocacy for language rights, many U.S. ESL educators continue to uphold the notion that English is the only acceptable medium of communication within the confines of the ESL classroom. Although the exclusive use of English in teaching ESL has come to be seen as a natural and commonsense practice which can be justified on pedagogical grounds, this art…
It's Not the English Thing
Recent L2 reading research suggests that readers' metacognitive awareness of their reading processes and strategies enhances proficiency. This article presents a retrospective account of an undergraduate ESL reading course that takes the implications of this research one step further by bringing the research process directly into the ESL classroom: In this course, students were trained to investigate their own reading as part of the pedagogical p…
Reflections on Auerbach (1993), “Reexamining English Only in the ESL Classroom”
Psychology (8 works) · Mathematics education (7 works) · Linguistics (6 works) · Philosophy (6 works) · Second Language Learning and Teaching (6 works) · Multilingual Education and Policy (5 works) · Pedagogy (5 works) · Sociology (5 works) · Computer Science (2 works) · Curriculum (2 works)