News from Around the U.S. Department of Education: Declaration of Rights for Parents of English Language Learners

2004 ◽  
Author(s):  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Department Of Education ◽  
The U.S

scholarly journals Crossing Borders toward Young Transnational Lives

2014 ◽  
pp. 200-216 ◽  
Author(s):  
G. Sue Kasun ◽  
Cinthya M. Saavedra
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Immigrant Students ◽  
Border Crossing ◽  
Cultural Identification ◽  
Return Visits ◽  
The U.S

Young immigrant youth often live their lives across borders, either by physically crossing them for return visits and/or by metaphorically crossing them through social media and cultural identification. The authors argue these students are better understood as transnational, shifting the focus for educators away from imagining their immigrant students on a straight, one-way path to assimilation in the U.S. to understanding these youths’ abilities to cross borders. Specifically, they call for a redesignation of English Language Learners (ELLs) as Transnational English Learners (TELs). Highlighting examples of educators’ successful border-crossing work, the authors call for educators to cross borders as well in their curriculum and relationships with transnational youth.

What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom

2019 ◽  
pp. 109-126
Author(s):  
Laila Aghai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Qualitative Research Study ◽  
Proficiency Levels ◽  
L1 And L2 ◽  
The U.S

This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.

Latinx and Immigrant Heritage Language Maintenance

2021 ◽  
pp. 165-181
Author(s):  
Alejandra Sanmiguel-López
Keyword(s):  
English Language Learners ◽  
Cultural Values ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
The United States ◽  
Home Language ◽  
Heritage Language Maintenance ◽  
Family Language ◽  
The U.S

Research shows that children who speak a language other than English in Latinx and immigrant households make up a significant portion of schoolchildren in the United States and the process of developing and maintaining the heritage language (HL) is complex when that language is distinct from their classroom's language. This chapter explores the motivations parents have in maintaining the home language and the effect this has on Latinx and immigrant English language learners (ELLs) children. The motivations for preserving home language for Latinx and immigrant families are to maintain ties to Latinx cultural values and sustain cultural identity while also providing academic support for Latinx and immigrant ELLs students in the U.S. schools. Research on previous works of literature documents that through family language policy (FLP) practices and HL maintenance, Latinx and immigrant ELLs children can maintain and carry on their cultural values while simultaneously advancing academically in the U.S. schools.

Overidentification of English Language Learners for Special Education

2020 ◽  
pp. 191-215
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

Characterizing Remote Instruction Provided by Elementary School Teachers during School Closures due to COVID-19

2020 ◽  
Author(s):  
Michael Hebert ◽  
John Marc Goodrich ◽  
Jessica M. Namkung
Keyword(s):  
English Language Learners ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Survey Study ◽  
School Closures ◽  
Academic Instruction ◽  
And Mathematics ◽  
The U.S

The purpose of this survey study was to characterize the nature of remote instruction provided by elementary teachers across the U.S. during school closures related to the COVID-19 pandemic. The survey included questions on demographics, questions that broadly focused on remote instruction (e.g., live meetings with students), questions focused on academic instruction (in reading, writing, and mathematics), and questions focused on the nature of remote instruction for students with disabilities and English language learners. The survey was distributed to a random sample of teachers across the U.S. Results indicated that although most teachers provided remote instruction, few teachers believed remote instruction was effective at promoting student learning. Moreover, teachers reported that only 60% of students were ready to advance to the next grade level when schools closed. Based on our results, we estimate that between 7.2 and 11.6 million students did not receive any live remote instruction during the shutdown.

Elementary English Language Learners

2018 ◽  
pp. 76-90
Author(s):  
Khanh Nguyen Bui ◽  
Isabel L. Balsamo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
The United States ◽  
Pedagogical Practices ◽  
Multilingual Students ◽  
The U.S ◽  
Common Misconceptions ◽  
Elementary English

During the last decade, the United States has witnessed an influx of multicultural and multilingual students, especially the dramatically increasing number of students at elementary level, which accounts for 85% of native born (). However, most of teachers still lack professional developments in teaching those increasing population. Therefore, the purpose of this chapter is to synthesize different studies to address the most common misconceptions on how elementary English language learners learn English as a second language and teachers' pedagogical practices. This chapter ends with some recommendations, solutions, and future directions for researchers to advance teachers' pedagogical practices, so they can best serve this increasing population in the U.S. school system.

Bridging the Language Barrier in Mathematics

2007 ◽  
Vol 101 (5) ◽  
pp. 372-378 ◽  
Author(s):  
Matthew S. Winsor
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Spanish Speakers ◽  
Department Of Education ◽  
Teaching Mathematics ◽  
Ell Students ◽  
Daunting Task ◽  
K 12

Teaching mathematics to English Language Learners (ELL students) has become a challenge faced by an increasing number of U.S. teachers. Between 1979 and 2004, the number of K–12 students who spoke a language other than English at home increased from 3.8 million to 9.9 million. During that same time, the number of K–12 students who had difficulty speaking English increased from 1.3 million to 2.8 million (U.S. Department of Education 2006). Even teachers who may speak a second language still face the daunting task of teaching mathematics effectively to ELL students. I was one of those teachers. From 1995 to 1999, I taught at a high school in Southern California where the student population was 56 percent Hispanic. I spoke Spanish and was hired in part to teach mathematics to ELL students. I taught my classes in English. My school had no materials for use in an ELL class with Spanish speakers, and I could not find a textbook company that offered such materials. I was also not eager to spend enormous amounts of time trying to translate mathematics texts.

scholarly journals An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites.

2016 ◽  
Vol 24 ◽  
pp. 105 ◽  
Author(s):  
Margarita Jimenez-Silva ◽  
Katie Bernstein ◽  
Evelyn Baca
Keyword(s):  
English Language Learners ◽  
School Districts ◽  
Critical Discourse Analysis ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Language Policies ◽  
Individual School ◽  
One Year

Restrictive language policies for education have been passed in several states in the United States. In 1998, 2000, and 2002, California, Arizona, and Massachusetts passed the most restrictive of these policies, impacting 4.4 million students classified as English language learners (ELLs). This study examines how these policies are currently interpreted and presented to the public on Arizona’s Department of Education website, as well as how they are interpreted and presented on the websites of three of the state’s largest school districts. We seek to understand how three key elements of the laws—one-year programmatic time limits, Structured English Immersion (SEI) programs, and waiver processes—are conveyed by each text. Using tools from critical discourse analysis (Fairclough, 2003, 2013, 2015), we trace the endurance or disappearance of these elements between texts and across time. Textual differences are discussed as reflecting and perpetuating important contextual differences among the districts.

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