Assessing school supports for ELL students using the ECLS-K

2009 ◽  
Vol 24 (4) ◽  
pp. 445-462 ◽  
Author(s):  
Wen-Jui Han ◽  
Beatrice L. Bridglall
Keyword(s):  
Ell Students ◽  
School Supports

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

2017 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Jenna Min Shim ◽  
Anna Mikhaylovna Shur
Keyword(s):  
Activity Theory ◽  
Student Voice ◽  
Learning Experiences ◽  
Teacher Perspectives ◽  
Limiting Factors ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ell Students ◽  
Teachers Perspectives

Situated within Activity Theory, this study investigates and compares ELLs’ perspectives on their own learning and their teachers’ perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers’ perspectives on their students’ learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students’ perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students’ perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

2015 ◽  
Vol 117 (7) ◽  
pp. 1-40
Author(s):  
Michael A. Gottfried ◽  
Morgan S. Polikoff
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Fixed Effects ◽  
English Language ◽  
Secondary Data ◽  
Language Learner ◽  
Self Control ◽  
Ell Students ◽  
General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

Farmhands and Factory Workers, Honesty and Humility: The Portrayal of Social Class and Morals in English Language Learner Children's Books

2009 ◽  
Vol 111 (11) ◽  
pp. 2560-2588 ◽  
Author(s):  
Joelle Sano
Keyword(s):  
Content Analysis ◽  
Social Class ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Read Aloud ◽  
Children's Books ◽  
Children’S Books ◽  
Caldecott Medal ◽  
Ell Students

Background/Context Although much research has evaluated children's books for depictions of gender, little has centered on the portrayal of immigrants and social class. This investigation utilizes Bourdieu's theory of capital reproduction in education, Durkheim's conception of collective conscience and morals, and Bowles and Gintis's critique of schooling to evaluate these depictions and to investigate the functions of English language learner (ELL) education. Focus of Study This analysis investigates the representation of immigrants and class in children's books read aloud in ELL classrooms. Research Design Using lists provided by a leading school of education, the investigation uses a content analysis of 50 books often read aloud to ELL students based on five economic and cultural capital indicators. Additionally, the research included a content analysis of the morals presented by these books and by the past 20 Caldecott Medal-winning books. Findings Findings suggest strong differences in class portrayals and morals between ELL classroom and Caldecott Medal-winning books. Additionally, the evidence shows that the ELL books portray various ethnic immigrant groups differently, often supporting popular stereotypes about these ethnicities. Conclusions and Recommendations The study provides possible implications of the findings on the educational and career aspirations of ELL students and suggests that future researchers focus on participant-observation to expand these findings.

scholarly journals Modern English Drama and the Students’ Fluency and Accuracy of Speaking

2017 ◽  
Vol 10 (8) ◽  
pp. 69
Author(s):  
Kian Pishkar ◽  
Ahmad Moinzadeh ◽  
Azizallah Dabaghi
Keyword(s):  
Language Learners ◽  
English Language ◽  
Speech Rate ◽  
Oral Fluency ◽  
Ell Students ◽  
Positive Effects ◽  
Efl Students ◽  
Oral Communications ◽  
Teaching Learning ◽  
Mean Length Of Utterance

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students’ speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students’ speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys),of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students’ speaking fluency increased, whereas the students’ speaking accuracy decreased in some areas of speaking abilities and oral communications.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals The Information Search Process of English Language Learner (ELL) Students in a Guided Inquiry Project

2021 ◽  
Author(s):  
Sung Un Kim ◽  
Ross J. Todd
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
English Language Learner ◽  
English Language ◽  
School Libraries ◽  
Language Learner ◽  
Guided Inquiry ◽  
Ell Students ◽  
Questionnaire Surveys ◽  
Project Data

This study seeks to understand the information-to-knowledge experience of English Language Learner (ELL) students in a Guided Inquiry project undertaken by the librarian and subject teachers. As a pilot study, it provides an in-depth examination of two Korean 11th grade students in a biology class of a high school in New Jersey, U.S. During the project, data were collected through questionnaire, surveys, search journals, search sessions, observation, students’ papers, and interviews. The findings of this study will facilitate the understanding on the information seeking and knowledge construction process of ELL students so that school environments, including school libraries, can provide meaningful instructional and service interventions for them.

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