Investigating the Role for a Language Coach in an English as a Second Language Literacy Class

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  • Proficient in learners' first languages (L1), language coaches are believed to be instrumental in supporting adults in ESL literacy contexts (CCLB, 2015). However, researchers have yet to explore the potential benefit of such a support in L2 classrooms. The goal of this study was twofold: (1) to explore the beliefs surrounding the role of a language coach in the L2 classroom and (2) to determine whether the assistance they provide is supportive of student interactions and L2 language use. Semi-structured interviews were conducted with two L2 literacy teachers and one language coach at an ESL school in Ontario. In addition, two classroom observations of an L2 literacy class were performed: one with the presence of the language coach and one without. The interview and observational results suggest that having a language coach in the L2 classroom may be of positive support depending on how teachers perceive their role.

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  • Copyright © 2018 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2018


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