scholarly journals Moving Forward by Looking Back: Understanding Why Some Spanish‐Speaking English Learners Fall Behind

2019 ◽  
Vol 2019 (166) ◽  
pp. 43-77 ◽  
Author(s):  
Raúl Rojas ◽  
Lindsey Hiebert ◽  
Svenja Gusewski ◽  
David J. Francis
Keyword(s):  
English Learners ◽  
Spanish Speaking ◽  
Looking Back

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

scholarly journals IQ‐Achievement Discrepancy for Identification of Disabilities in Spanish‐speaking English Learners

2019 ◽  
Vol 2019 (166) ◽  
pp. 111-143 ◽  
Author(s):  
Kristi L. Santi ◽  
Shiva Khalaf ◽  
Ferenc Bunta ◽  
Raúl Rojas ◽  
David J. Francis
Keyword(s):  
English Learners ◽  
Spanish Speaking

scholarly journals Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish‐Speaking English Learners

2019 ◽  
Vol 2019 (166) ◽  
pp. 15-41 ◽  
Author(s):  
David J. Francis ◽  
Raúl Rojas ◽  
Svenja Gusewski ◽  
Kristi L. Santi ◽  
Shiva Khalaf ◽  
...  
Keyword(s):  
English Learners ◽  
Spanish Speaking ◽  
Language Disabilities

Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

2017 ◽  
Vol 31 (9) ◽  
pp. 1969-1996 ◽  
Author(s):  
Kausalai Wijekumar ◽  
Bonnie J. F. Meyer ◽  
Puiwa Lei ◽  
Anita C. Hernandez ◽  
Diane L. August
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Content Area Reading ◽  
Text Structure ◽  
Content Area ◽  
Web Based ◽  
Spanish Speaking ◽  
Structure Instruction

scholarly journals Typology in the classroom: Fostering Motion-Event awareness in Spanish-speaking ELLs

2015 ◽  
Vol 17 (1) ◽  
pp. 11 ◽  
Author(s):  
Reid Evans
Keyword(s):  
English Learners ◽  
Research Study ◽  
Explicit Instruction ◽  
Small Scale ◽  
Negative Evidence ◽  
Post Intervention ◽  
Conceptual Approach ◽  
Spanish Speaking ◽  
Motion Event ◽  
Verbs Of Motion

The aim of the present paper is to address the implications of the direct instruction of the linguistic typology of verbs of motion in second-language English learners. Results of a small-scale research study are reported in which students were exposed to typology instruction with the goal of increasing proficiency and target-like production. To these ends, it was hypothesized that pre- and post-intervention writing samples would differ significantly in the appropriate use of expressions of motion, particularly those expressions employing English manner-of-motion verbs. Results confirmed this hypothesis and demonstrated that students achieve greater proficiency in motion-event expression when exposed to explicit instruction including negative evidence and aspects of the Conceptual Approach (White, 2012).

Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English Learners

2016 ◽  
Vol 30 (4) ◽  
pp. 719-737 ◽  
Author(s):  
Laura B. Raynolds ◽  
Angela López-Velásquez ◽  
Laura E. Olivo Valentín
Keyword(s):  
English Learners ◽  
Spanish Speaking ◽  
Rhyme Awareness

scholarly journals Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators

2016 ◽  
Vol 17 (1) ◽  
pp. 3-19
Author(s):  
John E. Eberly
Keyword(s):  
Community College ◽  
Developmental Education ◽  
English Learners ◽  
Culturally Responsive ◽  
Single Case ◽  
Primary Data ◽  
Education Services ◽  
Individual Interviews ◽  
Spanish Speaking ◽  
Education Support

The purpose of this single-case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a Western U.S. community college. The primary data collection method was in-depth individual interviews of a purposeful sample of nine successful students. Findings indicated that participants relied on Spanish instruction for comprehensible context, but needed consistent education support services from a culturally responsive institution in a language they understood.

Comparing Methods for Assessing the English Grammatical Development of Spanish-Speaking English Learners

2017 ◽  
Vol 2 (16) ◽  
pp. 45-60 ◽  
Author(s):  
Lisa Fitton ◽  
Mary Claire Wofford ◽  
Kristina Nichole Bustamante ◽  
Natasha M. De Novi ◽  
Bibiana M. Nunez ◽  
...  
Keyword(s):  
English Learners ◽  
Grammatical Development ◽  
Spanish Speaking
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