Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively

Missing from educational studies on English learners (ELs) is an investigation of those students who succeed beyond minimum standards, defying the achievement gap. The research study presented in this article contributes to this area by examining the experiences and understandings of five middle school ELs who have demonstrated linguistic and academic success. These students are former ELs who once were in need of language support but have now exited from English as a Second Language (ESL) instructional services and are currently enrolled in advanced coursework. A basic qualitative approach was employed utilizing multiple student data sources including interviews and observations. In addition, two of each student’s teachers were interviewed individually for the purposes of triangulation. This manuscript identifies areas of social support contributed to these students’ success and discusses ways in which students understood and activated this support.

Download Full-text

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

Education Sciences ◽

10.3390/educsci8010027 ◽

2018 ◽

Vol 8 (1) ◽

pp. 27 ◽

Cited By ~ 2

Author(s):

Rafael Lara-Alecio ◽

Beverly Irby ◽

Fuhui Tong ◽

Cindy Guerrero ◽

Janice Koch ◽

...

Keyword(s):

Middle School ◽

Conceptual Understanding ◽

English Learners ◽

Middle School English

Download Full-text

A Study on the Use of Vocabulary Learning Strategies by Middle School English Learners.

Modern Studies in English Language & Literature ◽

10.17754/mesk.60.4.91 ◽

2016 ◽

Vol 60 (4) ◽

pp. 91-115

Author(s):

Jarang Kim ◽

Yang-soo Jung

Keyword(s):

Middle School ◽

Learning Strategies ◽

English Learners ◽

Vocabulary Learning ◽

Vocabulary Learning Strategies ◽

Middle School English

Download Full-text

Academic vocabulary and middle school English learners: an intervention study

Reading and Writing ◽

10.1007/s11145-008-9141-y ◽

2008 ◽

Vol 22 (9) ◽

pp. 993-1019 ◽

Cited By ~ 51

Author(s):

Dianna Townsend ◽

Penny Collins

Keyword(s):

Middle School ◽

English Learners ◽

Intervention Study ◽

Academic Vocabulary ◽

Middle School English

Download Full-text

The Influence of Morpheme Awareness on Junior Middle School English learners' Reading Comprehension

Journal of Contemporary Educational Research ◽

10.26689/jcer.v4i10.1588 ◽

2020 ◽

Vol 4 (10) ◽

Author(s):

Qingfeng Liu

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Language Acquisition ◽

Learning Process ◽

English Learners ◽

Relevant Literature ◽

English Teachers ◽

Educational Environment ◽

English Learning ◽

Middle School English

According to the understanding of English learning process and the surrounding educational environment, it is found that most English learners have not received the training of morpheme awareness, and English teachers have hardly cultivated their students' morpheme awareness. In English learning, it is found that English morpheme awareness plays a role in promoting English learning. It can be seen from the relevant literature that the identification of English morphemes is very important for English learners' language acquisition and development, and has attracted the attention of researchers at home and abroad. This paper mainly studies the influence of morpheme awareness on junior middle school English learners' reading comprehension.

Download Full-text