Culturally Responsive Instruction for English Language Learners With Learning Disabilities

2013 ◽  
Vol 47 (6) ◽  
pp. 515-531 ◽  
Author(s):  
Michael John Orosco ◽  
Rollanda O’Connor
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Culturally Responsive Instruction ◽  
Responsive Instruction

Culturally Inclusive Teaching of Adult English Language Learners

2019 ◽  
pp. 115-132
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Preparing Pre-Service Teachers' Expectations and Resilience

2017 ◽  
pp. 24-47
Author(s):  
Christine Rosalia
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
English Language ◽  
Graduate Program ◽  
Responsive Teaching ◽  
Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

Misconceptions About ELLs

2021 ◽  
pp. 698-716
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

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