Engaging English Language Learners with Mobile Devices in the Twenty-First Century

2016 ◽  
pp. 43-64
Author(s):  
Elizabeth Koh ◽  
Alex Wang ◽  
Annie Hui Meow Lim ◽  
Stephanie Siew Lin Chua ◽  
Nur Ashikin Naharuddin
Keyword(s):  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
English Language ◽  
First Century ◽  
Twenty First Century

High-stakes plumbing in the twenty-first century: Fixing the cracks in the academic pipeline for undocumented English Language Learners

2015 ◽  
Vol 8 (2) ◽  
pp. 48-71 ◽  
Author(s):  
Holly Hansen-Thomas ◽  
Ludovic A. Sourdot
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
First Century ◽  
High Stakes ◽  
Educational Crisis ◽  
Academic Pipeline

This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.

A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners

2014 ◽  
pp. 165-185 ◽  
Author(s):  
M. Liu ◽  
C. Navarrete ◽  
E. Maradiegue ◽  
J. Wivagg
Keyword(s):  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Technology ◽  
English Language ◽  
Multiple Case Study ◽  
Ell Students ◽  
Academic Challenge ◽  
Multiple Case

Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.

A Multiple-Case Study Examining Teachers' Use of iPod Touches in Their Pedagogical Practices for English Language Learners

2015 ◽  
pp. 1187-1207 ◽  
Author(s):  
M. Liu ◽  
C. Navarrete ◽  
E. Maradiegue ◽  
J. Wivagg
Keyword(s):  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Technology ◽  
English Language ◽  
Multiple Case Study ◽  
Ell Students ◽  
Academic Challenge ◽  
Multiple Case

Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers' use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers' perception of using them.

Affordances and Challenges of Using iPods to Support Learning by English Language Learners at the Middle School Level

2013 ◽  
pp. 275-288 ◽  
Author(s):  
Min Liu ◽  
Jennifer Wivagg ◽  
Erin Maradiegue ◽  
Cesar C. Navarrete
Keyword(s):  
Middle School ◽  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
English Language ◽  
Language Learner ◽  
School Level ◽  
Ipod Touch ◽  
Instructional Technologist ◽  
Touch Devices

While mobile devices have become very popular for communication and entertainment, there is a lack of research about how these devices can contribute in educational settings. This chapter describes an effort to use iPod touch devices as a teaching tool in middle school English Language Learner classes. The authors explore the affordances of the iPod touch as well as the challenges of implementing an iPod based project so as to gain a better understanding of the potentials offered by mobile devices for learning purposes. The authors report in this chapter their research from the perspective of the teachers and the instructional technologist involved with this project, and then discuss future plans based upon the findings.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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