English Language Learners and the Common Core State Standards: Meeting the Needs of Students With Low Socioeconomic Status and Language Impairment

2015 ◽  
Vol 22 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Arts ◽  
Low Socioeconomic Status ◽  
Language Impairment ◽  
English Language Arts ◽  
English Language ◽  
At Risk Students ◽  
Low Ses ◽  
Low Socioeconomic

The new Common Core State Standards (CCSS), adopted by 46 states, are being widely implemented in our schools. A major concern for educators and speech-language pathologists (SLPs) is that English language learners (ELLs), especially those from low-socioeconomic status (low SES) backgrounds, are at risk for not satisfactorily achieving the standards—particularly in English Language Arts. This risk is magnified for low SES ELLs with language impairment. This article describes (a) the overall goals of the standards, (b) specific risk factors for low SES ELLs with language impairment (“at risk” students), (c) the basic nature of the English Language Arts standards, and (d) practical strategies for SLPs to support at-risk students' performance in English Language Arts. There is a particular focus on “Monday morning” strategies for increasing these students' ability to read and comprehend expository text. This can be accomplished specifically through strengthening underlying vocabulary and morphological awareness skills. Practical intervention ideas are provided.

Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs

2020 ◽  
pp. 136700692094813
Author(s):  
Michelle J White
Keyword(s):  
Working Memory ◽  
English Language Learners ◽  
Low Socioeconomic Status ◽  
Limited English Proficiency ◽  
English Language ◽  
Formal Schooling ◽  
Phonological Working Memory ◽  
Low Socioeconomic ◽  
Language Measures ◽  
Verbal Complex

Aim of the study: The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures. Methodology: The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery. Data analysis and results: Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year. Implications and originality: Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components.

scholarly journals Effective elements of Dutch care-physical activity initiatives for low socioeconomic status adults

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
L S Mulderij ◽  
F Wolters ◽  
M A E Wagemakers ◽  
K T Verkooijen
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Health Promotion ◽  
Socioeconomic Status ◽  
Concept Mapping ◽  
Low Socioeconomic Status ◽  
Intersectoral Collaboration ◽  
Low Ses ◽  
Low Socioeconomic ◽  
Lifestyle Related Diseases

Abstract Background In care-physical activity (care-PA) initiatives, primary care and sports collaborate to stimulate PA among adults at risk of lifestyle related diseases. Preliminary results of Dutch care-PA initiatives for low socioeconomic status (SES) adults indicate that these initiatives successfully lower participants’ body weight and improve quality of life. However, insight into elements that make these initiatives work is lacking. Therefore, this research aims to unravel the effective elements of care-PA initiatives for low SES adults. Methods Concept Mapping (CM) was used as tool to identify and cluster the effective elements. Nineteen Dutch health promotion experts individually listed as many elements as they felt were of importance to the effectiveness of care-PA initiatives. Next, each expert was asked to cluster the elements and to score them on importance. Then, CS Global MAX software was used for multidimensional scaling and a hierarchical cluster analysis to develop a cluster map. Finally, the cluster map was presented, discussed, and refined in a group meeting with 11 of the experts. Results The experts came up with 113 unique effective elements of care-PA initiatives for low SES adults, clustered into 11 clusters: 1) approach of professionals, 2) barriers experienced during the programme, 3) local embedding, 4) customisation of the programme to target population, 5) social support, 6) methods within the programme, 7) competencies of professionals, 8) accessibility of the programme, 9) actions within the programme, 10) recruitment of participants, and 11) intersectoral collaboration. Conclusions A valuable overview of the effective elements of care-PA initiatives for low SES adults was created. The results can be used to improve existing care-PA initiatives and to develop new ones targeted at low SES adults at risk of lifestyle related diseases. This may eventually help to reduce health inequalities between low and high SES adults. Key messages Concept mapping has been a useful group-based tool to obtain information on the effective elements of care-PA initiatives, in which individual input from health promotion experts has been collected. The overview of effective elements of care-PA initiatives for low SES adults as presented in this study is valuable for the development of care-PA initiatives specifically targeted at low SES adults.

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.

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