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).

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.

scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

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.

Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners

1994 ◽  
Vol 64 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Mark Lacelle-Peterson ◽  
Charlene Rivera
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Educational Goals ◽  
Policy And Practice ◽  
Assessment Policies ◽  
Definition Of ◽  
English Students

Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educator ◽  
The United States ◽  
Methods Course ◽  
Learning And Teaching ◽  
Analysis Methodology ◽  
Preparatory Program ◽  
Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2020 ◽  
pp. 120-139
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Sign in / Sign up

Export Citation Format

Share Document