Use of Mobile Devices for English Language Learner Students in the United States

2017 ◽  
Vol 56 (4) ◽  
pp. 538-562 ◽  
Author(s):  
Min Wook Ok ◽  
Katherine T. Ratliffe
Keyword(s):  
United States ◽  
Mobile Devices ◽  
English Language Learner ◽  
Methodological Quality ◽  
English Language ◽  
The United States ◽  
Language Learner ◽  
Future Research ◽  
12Th Grade ◽  
K 12

Mobile devices have become widely used in K-12 education settings for teaching diverse students. We comprehensively reviewed 11 studies published between 2005 and 2016 that examined the use of mobile devices for teaching K-12th grade English language learner students in the United States. We also examined the methodological quality of the studies. Results of the review indicated promising effects from using mobile devices for teaching K-12th grade students who are learning English. Using the devices for instruction led to improved learning, self-efficacy, and engagement and increased students’ time with the academic content. Results of the review also indicated that additional studies are needed with improved methodological quality. We discussed directions for future research and implications for practice.

Making Connections through Math-Related Book Pairs

2006 ◽  
Vol 13 (4) ◽  
pp. 196-202
Author(s):  
Phyllis Whitin ◽  
David J. Whitin
Keyword(s):  
United States ◽  
English Language Learner ◽  
English Language ◽  
Ethnically Diverse ◽  
The United States ◽  
Second Graders ◽  
Language Learner ◽  
Urban Setting ◽  
Mathematical Ideas ◽  
Ell Students

Mirella Rizzo regularly used children's books to give her second graders meaningful contexts for mathematical ideas. The composition of her class reflected its urban setting: culturally and ethnically diverse, including several students who had recently immigrated to the United States. As a naturalized citizen herself, Mirella was especially sensitive to the needs of her English Language Learner (ELL) students. She believed that reading, discussing, and extending math–related books gave her students opportunities to build both English and mathematical proficiency.

scholarly journals Cardiovascular Disease in Blacks with HIV/AIDS in the United States: A Systematic Review of the Literature

2012 ◽  
Vol 6 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Christine U Oramasionwu ◽  
Jonathan M Hunter ◽  
Carolyn M Brown ◽  
Gene D Morse ◽  
Kenneth A Lawson ◽  
...  
Keyword(s):  
United States ◽  
Cardiovascular Disease ◽  
English Language ◽  
The United States ◽  
Future Research ◽  
Original Research ◽  
Medline Search ◽  
Black And White ◽  
Immunodeficiency Syndrome ◽  
Hiv Aids

Objectives: Blacks in the United States bear a disproportionate burden of Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) and cardiovascular disease (CVD). It has been demonstrated that HIV/AIDS itself and HIV/AIDS-related therapies may predispose patients to early onset of CVD. It is also possible that Black patients may be at greater risk for this interaction. Thus, the objective of this literature review was to identify and critically evaluate disparities in CVD between Black and White patients with HIV/AIDS. Design: A MEDLINE search (January 1, 1950 to May 31, 2010) was performed to identify original research articles published in the English language. The search was limited to articles that evaluated race-based disparities for CVD among patients with HIV/AIDS. Results: Of the five publications included in this review, a CVD diagnosis was the primary focus for only three of the studies and was a secondary objective for the remaining two studies. Two studies concluded that Blacks were more likely than Whites to have a CVD diagnosis at time of hospital admission, whereas, the other three studies did not detect any race-based disparities. Conclusions: Few studies have addressed the issue of Black race, HIV/AIDS, and CVD, highlighting the need for future research in this area.

scholarly journals Developments In Stem Educators’ Preparedness For English Language Learners In The United States

2018 ◽  
Vol 11 (4) ◽  
pp. 165-176
Author(s):  
Keith R Besterman ◽  
Jeremy Ernst ◽  
Thomas O. Williams
Keyword(s):  
Professional Development ◽  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regional Analysis ◽  
The United States ◽  
Stem Disciplines ◽  
And Mathematics ◽  
K 12

In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses.   Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States.   Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.

Black and White Female Disproportional Discipline K–12

2020 ◽  
Vol 53 (1) ◽  
pp. 23-41
Author(s):  
Hamida Hussein Hassan ◽  
Vernon Brooks Carter
Keyword(s):  
United States ◽  
Public Schools ◽  
Civil Rights ◽  
The United States ◽  
Female Students ◽  
Black Female ◽  
White Female ◽  
Black And White ◽  
12Th Grade ◽  
K 12

The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013–2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states.

Gifted English Language Learners

2016 ◽  
Vol 39 (4) ◽  
pp. 338-360 ◽  
Author(s):  
Aranzazu M. Blackburn ◽  
Linley Cornish ◽  
Susen Smith
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
Current Literature ◽  
English Language ◽  
The United States ◽  
Future Research ◽  
Gifted Programs ◽  
Spanish Speaking

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

Modern Band: A Review of Literature

2021 ◽  
pp. 875512332098852
Author(s):  
Bryan Powell
Keyword(s):  
United States ◽  
Literature Review ◽  
Music Education ◽  
Popular Music ◽  
Teaching And Learning ◽  
The United States ◽  
Music Programs ◽  
Future Research ◽  
School Music ◽  
K 12

The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.

scholarly journals “Misunderstanding” and (mis)interpretation as strategic tools in intercultural interactions between preschool children

2016 ◽  
Vol 7 (4) ◽  
pp. 471-493 ◽  
Author(s):  
Katie A. Bernstein
Keyword(s):  
English Language Learner ◽  
English Language ◽  
A Priori ◽  
The United States ◽  
Social Identities ◽  
Language Ability ◽  
Language Learner ◽  
Symbolic Power ◽  
English Speaking ◽  
Intercultural Interactions

AbstractMisunderstandings in intercultural interactions are often taken as givens – unintentional side effects of coming to interactions with different languages and frames of reference – but also as givens that with enough effort and learning on the parts of participants might be repaired or even avoided. Researchers have warned, however, that assuming the intercultural-ness of these interactions to be the a priori cause of misunderstandings ignores possibly more complex, and less comfortable, explanations involving power relations and social identities. Drawing on data from a year-long ethnography of 11 Nepali- and Turkish-speaking children learning English in preschool in the United States, this paper argues that in some cases, it is less helpful to see intercultural-ness as a cause of misunderstanding than as an alibi for it. Through the lens of “strategic misunderstanding”, this paper shows how one English-speaking student exploited the gap in language ability and in symbolic power between himself and an English language learner (ELL) peer in order to fake misunderstanding and thus accomplish his own social aims.

scholarly journals English Language Learner Status In A Predominantly European-American School

2010 ◽  
Vol 7 (3) ◽  
Author(s):  
Keonghee Tao Han
Keyword(s):  
English Language Learners ◽  
English Language Learner ◽  
Teaching And Learning ◽  
English Language ◽  
Social Dynamics ◽  
Social Acceptance ◽  
The United States ◽  
Language Learner ◽  
European American ◽  
American School

Using status characteristics theory, this study examined a sixth-grade Korean student’s experiences associated with English literacy learning while attending a predominantly European-American school in the United States. Of particular interest was the interaction between race, culture, and learning in a classroom where the mainstream teachers, students, and the English language learner experienced poor communication and unequal social relationships when addressing academic and literacy tasks. The study’s findings suggest that the teacher’s perceptions of and inexperience with culturally and racially different students contributed to the classroom social dynamics, thereby influencing the English language learner’s class interactions and participation in literacy activities. This study provides critical insight for educators regarding the importance of social acceptance and equal status in a teaching and learning relationship in the mainstream classroom with English language learners.  

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