Service Delivery to English Language Learners in the Public Schools

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 8-35 ◽  
Author(s):  
Celeste Roseberry-McKibbin ◽  
Laureen O’Hanlon ◽  
Alejandro Brice
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Service Delivery ◽  
Language Learners ◽  
English Language ◽  
The Public

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

The Language Policy of Placement Tests for Newcomer English Learners

2016 ◽  
Vol 32 (7) ◽  
pp. 936-968 ◽  
Author(s):  
Kendall King ◽  
Martha Bigelow
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Literacy Skills ◽  
Placement Test ◽  
Formal Schooling ◽  
High Stakes

U.S. public schools are required to establish policies ensuring that English language learners have equal access to “meaningful education.” This demands that districts put into place mechanisms to determine student eligibility for specialized English language services. For the most states, this federal requirement is fulfilled through the local administration of the WIDA–Access Placement Test (W-APT), arguably the most widely used, yet under-studied, English language assessment in the country. Through intensive participant observation at one, urban new student intake center, and detailed qualitative, discursive analysis of test administration and interaction, we demonstrate how the W-APT works as a high-stakes assessment, screener, and sorter, and how test takers and test administrators locally negotiate this test and enact this federal and state policy. Our analysis indicates that the W-APT is problematic in several respects, most importantly because the test does not differentiate adequately across students with widely different literacy skills and formal schooling experiences.

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.

Ethnography of communication

2020 ◽  
Vol 10 (4) ◽  
pp. 217-223
Author(s):  
Ferhat Karanfil
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Speech Community ◽  
Ethnography Of Communication ◽  
Public Speech ◽  
Spoken Discourse ◽  
The Public ◽  
Intellectual Foundations ◽  
Future Direction

Ethnography of communication is an approach to discourse research that investigates the sequential organisation of talk as a way of accessing participants' understandings of, and collaborative means of organising the forms of social interaction. The objective of current research is to explore the speech of the education minister and how he uses his language indirectly talking on solid innovations. The sample online recordings of the education minister are transcribed in close detail to allow for a fine analysis of the design, exchange, and coordination of actions within the delivery of new implementations. This paper will introduce intellectual foundations of discourse analysis outline its approach to data collection and transcription; illustrate its analytical procedures; and discusses the application of ethnography of communication in the education minister’s speech while addressing the teachers. The results suggest that the use of indirectness and implicit speech making strategies foster the politeness act in public speech. We can conclude that the politicians’ speech delivered to the public may be researched more and it might be a part of discourse competence of English language learners. The future direction of ethnography of communication may focus on transnational context comparing the different countries and education minister’s speech which may help English teachers to teach culture and spoken discourse better. Keywords: Ethnography of communication; educational leadership; discourse; speech community; speech event

scholarly journals Exploring quality programs for English language learners in charter schools: A framework to guide future research

2016 ◽  
Vol 24 ◽  
pp. 53 ◽  
Author(s):  
Peggie Garcia ◽  
P. Zitlali Morales
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
School Improvement ◽  
Charter Schools ◽  
Language Learners ◽  
English Language ◽  
Research Policy ◽  
Essential Elements ◽  
Future Research ◽  
Quality Programs

Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than how or why high-performing charter schools work, particularly for ELLs. We contend that researchers must expand their focus beyond access and achievement and begin to grapple with questions related to the quality of programs for ELLs in charter schools. To meet an emerging need in the field, we synthesize several strands of existing research—related to charter schools, school improvement, and ELLs in traditional public schools—to propose a five-component framework that describes essential elements of quality programs for ELLs in charter schools. We conclude with a discussion of implications of our framework for research, policy, and practice. 

Representations of immigrants and refugees in US K-12 school-to-home correspondence: an exploratory corpus-assisted discourse study

Corpora ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. 153-179 ◽  
Author(s):  
Cynthia Berger ◽  
Eric Friginal ◽  
Jennifer Roberts
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Foreign Born ◽  
Post Secondary ◽  
Text Simplification ◽  
English Speaking ◽  
K 12

This study details a comparative, corpus-based discourse analysis of corpora containing educational documents distributed to parents and guardians of K-12 children in public schools in the United States (US). The exploratory local corpus (n=152,934) contains parent-directed educational documents collected from four public schools in a city located in the south-eastern US with an unusually high percentage of foreign-born residents. The comparison corpus (n=147,796) contains parent-directed documents collected from a sampling of K-12 schools across the US. Following Baker et al. (2008) , keyness and collocations were utilised as central theoretical notions and tools of analysis, in addition to a lexical sophistication comparison, in order to investigate text simplification across corpora. Results show that while the first corpus used labels for students that were superficially inclusive, English language learners themselves were discursively represented as outsiders facing barriers to inclusion that native-English speaking monolingual students do not face. Furthermore, the first corpus revealed an emphasis on identifying and categorising language learners so as to provide them with immediate services, while the non-geographically specific corpus focussed more on the long-term development of learners and on preparation for post-secondary education. We discuss the implications for language policy in public education and for policies related to K-12 school-to-home correspondence.

Elementary physical educators’ positioning in teaching English language learners

2017 ◽  
Vol 25 (1) ◽  
pp. 203-220 ◽  
Author(s):  
Takahiro Sato ◽  
Jennifer Walton-Fisette ◽  
Insook Kim
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
Social Inclusion ◽  
English Language ◽  
Case Study Research ◽  
The United States ◽  
Study Data ◽  
Positioning Theory ◽  
Language And Culture

Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education (PE) teachers’ experiences with teaching ELLs. Based on positioning theory, this study employed an interpretive case study research design. Six PE teachers volunteered to participate in the study. Data were collected from a survey questionnaire, face-to-face interviews and follow-up e-mails. Three major interrelated and complex themes emerged from the data analysis. These recurrent themes were (a) race and cultural-based stereotype, (b) social inclusion and communication challenges, and (c) PE teachers’ learning experiences. Although each of the PE teachers expressed the view that there were challenges in working with ELLs, they believed that they should implement effective pedagogical methods (inclusive pedagogy), address social justice and diversity issues of ELLs, and develop a positive learning atmosphere for all students.

Sign in / Sign up

Export Citation Format

Share Document