Limiting labels: Opportunities to learn and college readiness among English language learners

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Kieu My Nguyen
Keyword(s):  
English Language Learners ◽  
College Readiness ◽  
Language Learners ◽  
English Language ◽  
Opportunities To Learn

Supporting English Learners: Lessons from Research

2014 ◽  
Vol 20 (1) ◽  
pp. 30-37
Author(s):  
Johannah Nikula ◽  
Courtney L. Nelson
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Common Core ◽  
English Learners ◽  
English Language ◽  
Careful Attention ◽  
Opportunities To Learn ◽  
Lesson Design ◽  
Design And Implementation ◽  
The Common

Careful attention to lesson design and implementation can make the opportunities to learn, which are described in the Common Core, viable for all students—including English language learners.

scholarly journals College Ready or Not?

2021 ◽  
Vol 4 (1) ◽  
pp. 109-127
Author(s):  
Katie D. Lewis ◽  
Stephanie L. Brown
Keyword(s):  
English Language Learners ◽  
College Readiness ◽  
Language Learners ◽  
English Language ◽  
Practical Knowledge ◽  
The United States ◽  
Limited Range ◽  
Ell Students ◽  
College Ready ◽  
College Setting

In recent years, there has been a greater emphasis on ensuring that high schools across the United States focus on college readiness standards and skills, with the goal that more students will persist and find greater success in college. Despite this focus, there are still significant gaps among the students who are deemed “ready” and are actually persisting and finding that success, specifically for English language learners (ELLs). In this article, we illustrate the landscape of ELLs enrolled in institutions of higher education. We then explore how ELL students are classified and how these different profiles intersect with the limited range and types of English as a Second Language (ESL) support available at the institutional level. Finally, we contribute to the very limited practical knowledge base on ELLs in the college setting, with a summary of promising best practices for college faculty across disciplines to consider in their instruction.

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.

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).

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.

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.

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