Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

2013 ◽  
Vol 193 (2) ◽  
pp. 15-24 ◽  
Author(s):  
Luciana C. de Oliveira ◽  
Larisa Olesova
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Online Discussions ◽  
Asynchronous Online Discussions

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

Can Online Education Be the Answer?

2017 ◽  
pp. 182-209
Author(s):  
Nilufer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Online Education ◽  
Language Learners ◽  
English Language ◽  
Online Discussions ◽  
Online Classes ◽  
Mainstream Teachers ◽  
Ell Students ◽  
Online Communities Of Practice

The number of English Language Learners (ELLs) is increasing rapidly in American schools, and mostly, they are enrolled in mainstream classes. This means that mainstream teachers have an important role in the academic success of these students. However, research on mainstream teachers and ELL students suggests that mainstream teachers may have negative perceptions of ELLs, and they may use the wrong approach to teaching these students, owing to their lack of knowledge in ELL education. This study aims to demonstrate how online classes on ELL education, and developing online communities of practice, might change mainstream teachers' methods of instruction of ELLs. The results showed that mainstream teachers significantly changed their perceptions and instructional strategies for teaching ELLs as a result of taking online classes, and particularly, online discussions had an important role in this change of perception. Some implications for developing online ELL education courses for pre-service and in-service teachers are also provided.

scholarly journals Digital technology: Supporting the language and literacy development of ELLs

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Julianne Stahl
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Undergraduate Students ◽  
Digital Technology ◽  
Technology Use ◽  
Literacy Development ◽  
English Language ◽  
Language And Literacy ◽  
Technology In The Classroom ◽  
Language And Literacy Development

This paper examines the use of digital technologies in the elementary classroom to support the language and literacy development of English language learners (ELLs). My research took place in Calgary, Alberta and included undergraduate students and a university based researcher. A Google Forms survey and an online interview was used to collect data. The results indicated that technology can be helpful to elementary teachers in supporting the language and literacy development of ELLs because it helps motivate and engage students. Teachers should be cognizant of the disadvantages that arise when using technology in the classroom to support ELLs. These concerns include the possibility that ELLs will become too dependent on technology and their social skills will be at risk with too much technology use. Being conscious of the disadvantages of technology use can inform teaching practices.

scholarly journals Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

2013 ◽  
Vol 38 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Zihan Shi
Keyword(s):  
English Language Learners ◽  
Identity Formation ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Language Attitudes ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Immigrant Parents ◽  
Literacy Environment

Intended for educators and researchers in the field of early childhoodeducation working with children from immigrant families, this articlefirst briefly addresses the relationship between home literacy environment and English language learners’ literacy development in both their heritage language and English. Second, through surveying the literature, I identify three different areas in which a home literacy environment influences English language learners’ literacy development: (a) through language attitudes and parental beliefs; (b) through identity formation; and (c) through literacy behaviour of immigrant parents. Some helpful strategies learned from the literature are provided for educators to use with newcomer families in support of children’s literacy development.

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