English Language Acquisition Program Evaluation Report: A report from the study Effects of the Implementation of Proposition 227 on the Education of English Learners, K - 12

Language Acquisition ◽

Language Learners ◽

English Language ◽

Learning Theories ◽

Literacy Curriculum ◽

Practical Applications ◽

K 12 ◽

Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Technology-Based Literacy Approach for English Language Learners

Technological Tools for the Literacy Classroom ◽

10.4018/978-1-4666-3974-4.ch015 ◽

2013 ◽

pp. 263-279

Author(s):

Erin L. White

Keyword(s):

Language Acquisition ◽

Language Learners ◽

English Language ◽

Learning Theories ◽

Literacy Curriculum ◽

Practical Applications ◽

K 12 ◽

Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students - Advances in Linguistics and Communication Studies ◽

Writing and Young English Language Learners

10.4018/978-1-7998-6508-7.ch015 ◽

2021 ◽

pp. 251-270

Author(s):

Hector Manuel Serna Dimas

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

English Learners ◽

English Language ◽

Literacy Learning ◽

Language And Literacy ◽

K 12

Bilingual education has been based on theories and research stemming from fields of linguistics, psychology, first and second language acquisition while the study of second language acquisition requires a change of paradigm that involves the social and cultural views of language and literacy learning. Within the context of this analysis, the paradigm in question includes the conception of literacy processes based on the ideas of identity, subjectivity, and agency. This study used classroom observations, open interviews, and students' documents to conceptualize the literacy processes of Spanish/English learners in a bilingual K-12 school in Colombia. The data of this study indicate that students have a sense of their identity as bilingual learners. It should be remarked that the variables of these concepts greatly depend on the school culture's official first and second agenda for literacy education, which often overlooks the facts on how students understand their circumstances of being bilingual and biliterate.

Technology-Based Literacy Instruction For English Language Learners

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v8i6.4280 ◽

2011 ◽

Vol 8 (6) ◽

pp. 1 ◽

Cited By ~ 6

Author(s):

Erin L. White ◽

Sharlett Gillard

Keyword(s):

Language Acquisition ◽

Language Learners ◽

English Language Learner ◽

English Language ◽

Language Learner ◽

Viable Solution ◽

Potential Impact ◽

K 12

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these technology-based solutions could aid in alleviating an already taxed educational workforce, as well as significantly aid in promoting English language acquisition among the nations K-12 ELL population.

Social Justice and Putting Theory Into Practice in Schools and Communities - Advances in Educational Technologies and Instructional Design ◽

Flip the Script

10.4018/978-1-5225-9434-5.ch006 ◽

2020 ◽

pp. 81-93

Author(s):

Amy Correia

Keyword(s):

United States ◽

Language Acquisition ◽

Rhode Island ◽

English Learners ◽

English Language ◽

Native Language ◽

The United States ◽

Standardized Assessments ◽

The University

English learners (ELs) in the United States are viewed as deficits based on their lack of the English language and their performance on standardized assessments. To improve education for ELs, practitioners need to be trained to value a student's multilingualism and culture, leverage native language to build content knowledge and English language acquisition, and embrace Arthur Pearl's vision of democratic education for ELs. The building of language and content will allow ELs to be able to participate with and contribute to society. The University of Rhode Island has developed a teacher training program to meet this need.