Innovation in Language Learning

This case study explored the perspectives of two TESOL instructors towards their Chinese students in an English Language Institute (ELI) setting at a southern U. S. university.  This research was informed by sociocultural theory and critical pedagogy.  Through these two lenses two research questions were examined: How do the instructors perceive Chinese speakers of English at the ELI? What are the strategies used by these two instructors to engage their Chinese students in English learning? To address these two questions, the researcher interviewed these two instructors twice. Each interview lasted about one hour. She also observed their reading and writing class (they only taught this class when the research took place) once for each participant. Each observation lasted one and a half hours. By using constant comparative method to analyze interview data and open coding and memo writing to analyze class observations, the researcher found that these two TESOL instructors’ awareness of and appreciation for Chinese culture helped them better understand their Chinese students and develop grouping strategies. These instructors’ intentional grouping Chinese students into mixed groups that were formed by students who came from different ethnic and linguistic backgrounds increased equal educational opportunities of Chinese students at the ELI.  The mixed group activities improved their Chinese students’ language skills, enriched multiculturalism, developed critical and creative thinking, and constructed a sense of self. These findings provide pedagogical implications for ELI and ESL education.