Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners

2019 ◽  
Vol 15 (1) ◽  
pp. 18-39
Author(s):  
Beverly J. Irby ◽  
Fuhui Tong ◽  
Rafael Lara-Alecio ◽  
Cindy Guerrero ◽  
Wenhong Guo ◽  
...  
Keyword(s):  
English Language Learners ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
Literacy Intervention

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.

scholarly journals The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners

2021 ◽  
Vol 23 (3) ◽  
pp. 45-65
Author(s):  
Theodora Kapoyannis
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
English Language ◽  
Positive Impact ◽  
Practical Experience ◽  
Literacy Intervention ◽  
Literacy Engagement ◽  
Focus Group Data

Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences.

scholarly journals Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review

2020 ◽  
Vol 1 (1) ◽  
pp. p101
Author(s):  
Stephanie H. Wright ◽  
Fernanda Vargas ◽  
Tonya Huber
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Literature Review ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
Classroom Instruction ◽  
Language Learner ◽  
Classroom Culture ◽  
Attitudes And Perceptions

Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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