
Translanguaging in Online ESOL Classrooms
We’re excited to share an inspiring article by Sam Pepper, originally published in ESOL Matters, now republished on our platform!
The following comes from a research article published by Cambridge University Press[1].
It illustrates the progress expected of a group of well-motivated adult learners, who spend 50% of their hours with a teacher in class and 50% of their hours on guided self-study tasks set by their teacher. Together, these hours are referred to as ‘guided learning hours’ or GLH.
There is considerable difference between the lower and higher numbers of hours stated per level and, consequently, cumulatively. The report states a number of factors that may affect a learner’s progress, both in the learning environment and in the learner.
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We’re excited to share an inspiring article by Sam Pepper, originally published in ESOL Matters, now republished on our platform!
Back to Menu ↩ We’re delighted to re-publish an article written by Sam Pepper for ESOL Matters on the work he did on an online
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