Educator Perceptions of English Language Learners

2020 ◽  
Vol 31 (4) ◽  
pp. 436-450
Author(s):  
Antonia (Toni) Szymanski ◽  
Michelle Lynch
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
Gifted Students ◽  
English Language Learning ◽  
Educator Perceptions ◽  
Ell Students

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.

scholarly journals What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand

2021 ◽  
Author(s):  
◽  
Annette Tate
Keyword(s):  
English Language Learners ◽  
New Zealand ◽  
Language Learning ◽  
Language Learners ◽  
Online Teaching ◽  
English Language ◽  
English Language Learning ◽  
Learning Needs ◽  
Intermediate School ◽  
Second Language Teacher

<p>Online teaching for English language learners in New Zealand schools is a recent phenomenon. Increasingly complex technologies allow expanding and far reaching options in the teaching practices of English, particularly to those students in remote geographical areas, or in schools with no qualified English as a second language teacher. This qualitative research project investigated the case of one intermediate school that adopted online English language learning to meet the learning needs of their English language learners. Stakeholders’ perceptions of barriers and facilitators to learning were reported and examined. Data indicated research participants formed three distinct groups according to the extent of their involvement in the daily programme; their communication about English language learning and the particular online programme they were using; and their understanding of the purposes and processes of the online English language programme. These three factors influenced stakeholders’ perceptions of the value of online English language learning. The more actively stakeholders were involved, communicated about and understood the online English language learning programme, the more they were convinced of its value. These findings suggest that stakeholders who have a more peripheral involvement may benefit from increased opportunities to connect with other stakeholders in the programme. Online English language learning is likely to be enhanced if formal and informal structures are developed to allow stakeholders to develop greater involvement, opportunities for communication and knowledge of the programme.</p>

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

scholarly journals English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

2018 ◽  
Vol 8 (2) ◽  
pp. 724-741
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
The United States ◽  
Strategy Use ◽  
English Language Learning ◽  
College Level ◽  
Social Strategy

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

scholarly journals Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

2021 ◽  
Vol 44 (4) ◽  
pp. 1024-1050
Author(s):  
James Langille ◽  
Zoila Green
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Program Implementation ◽  
English Language ◽  
English Language Learning ◽  
Reading Improvement ◽  
Phonics Instruction ◽  
Educational Stakeholders ◽  
Ell Instruction

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

scholarly journals Revaluing the reading process of adult ESL/EFL learners through critical dialogues

2011 ◽  
pp. 42
Author(s):  
Koomi Kim ◽  
Cheongsook Chin ◽  
Yetta Goodman
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Learning ◽  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Teachable Moments ◽  
Efl Learners ◽  
Adult Esl

The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

scholarly journals PERAN SISWA DALAM PEMBELAJARAN BAHASA INGGRIS DI PUSDIKLAT BAHASA KEMHAN

Epigram ◽  
2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Nidia Sofa
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Learning ◽  
Military Background ◽  
The Military ◽  
Selection Of

AbstractThis ethnograpic qualitative research aimed to understand the students’s role like kinds of learners’ roles appeared, when they appeared, and factors that influenced the appearance. The result showed that there were two roles of English language learners at Defense Force Language Centre of Ministry of Defense, active/productive and receptive. The active/productive covers the role as imitator, initiator and partner which appear during communicative approach. The receptive role includes the attitude when they obey the instruction, when they perform task, and when they process any information given by instructors. The factors influenced are the selection of different methods by instructors, the military background, and level of class.Keyword: English language learning, the role of learners, adult learnersAbstrakPenelitian kualitatif etnografis ini bertujuan untuk memahami peran siswa dalam pembelajaran bahasa Inggris seperti peran yang muncul, kapan peran tersebut muncul, dan faktor yang mempengaruhinya. Hasil penelitian menunjukkan bahwa peran siswa di Pusdiklat Bahasa Kemhan terbagi dua, yaitu aktif/produktif dan reseptif. Peran aktif muncul ketika siswa berperan sebagai imitator, inisiator dan partner. Peran ini muncul di pembelajaran komunikatif. Peran reseptif muncul ketika mengikuti perintah atau arahan dari instruktur, ketika mengerjakan tugas dan menyimak pelajaran. Peran ini muncul di kelas yang menerapkan metode tradisional. Faktor munculnya berbagai peran adalah pemilihan metode pengajaran bahasa, budaya kemiliteran, dan tingkatan kelas.Katakunci: pembelajaran bahasa Inggris, peran siswa, pelajar dewasa

scholarly journals Technology and English language learners: Can digital technology enhance the English language learning experience?

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Claire Lecocq
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teaching Practice ◽  
Learning Experience ◽  
Traditional Practice ◽  
Ell Students ◽  
Use Of Technology

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary.  4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

Language Learning as Technology of the Self

2021 ◽  
pp. 80-99
Author(s):  
Joseph Sung-Yul Park
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Social Inequalities ◽  
The Self ◽  
English Language Learning ◽  
The Social ◽  
Self Development ◽  
English Fever

This chapter explores how the act of English language learning came to be framed as a moral project during the Korean English fever, focusing on the role that such aspects of morality played in rationalizing the social inequalities reproduced and exacerbated through the neoliberal promotion of English. Its analysis focuses on representation of successful learners of English in the conservative press, which frequently published stories of elite English language learners throughout the English fever. The chapter shows how these stories consistently downplayed the privileged provenance of the successful learners, and instead highlighted the extraordinary effort they put into learning English, presenting them as moral figures—ideal neoliberal subjects who immerse themselves in careful and ethical management of oneself. It is through such representations that English language learning came to reframed as a Foucauldian technology of the self, and a moral responsibility for neoliberal self-development.

scholarly journals Autobiographies: a Tool to Depict English Language Learning Experiences

2019 ◽  
Vol 18 ◽  
pp. 161-179
Author(s):  
Julia Posada-Ortiz ◽  
Eliana Garzón-Duarte
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Strong Influence ◽  
English Language Learning ◽  
State University ◽  
Language Policies ◽  
National Program

This article contains a description of a research project carried out with a group of English Language Pre-service Teachers (ELPTs) of a state University in Bogotá, Colombia. The purpose of the study was to portray the experiences the ELPTs went through as English language learners, their feelings and insights as such. The main source to collect data was the autobiographies. The results show that the English language learners’ process of learning has a strong influence of the language policies connected to the National Program of Bilingualism. They also show that it is necessary to create a cumulative program of English for each phase of schooling in order to avoid overlapping and to provide a more motivating learning process.  

scholarly journals What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand

2021 ◽  
Author(s):  
◽  
Annette Tate
Keyword(s):  
English Language Learners ◽  
New Zealand ◽  
Language Learning ◽  
Language Learners ◽  
Online Teaching ◽  
English Language ◽  
English Language Learning ◽  
Learning Needs ◽  
Intermediate School ◽  
Second Language Teacher

<p>Online teaching for English language learners in New Zealand schools is a recent phenomenon. Increasingly complex technologies allow expanding and far reaching options in the teaching practices of English, particularly to those students in remote geographical areas, or in schools with no qualified English as a second language teacher. This qualitative research project investigated the case of one intermediate school that adopted online English language learning to meet the learning needs of their English language learners. Stakeholders’ perceptions of barriers and facilitators to learning were reported and examined. Data indicated research participants formed three distinct groups according to the extent of their involvement in the daily programme; their communication about English language learning and the particular online programme they were using; and their understanding of the purposes and processes of the online English language programme. These three factors influenced stakeholders’ perceptions of the value of online English language learning. The more actively stakeholders were involved, communicated about and understood the online English language learning programme, the more they were convinced of its value. These findings suggest that stakeholders who have a more peripheral involvement may benefit from increased opportunities to connect with other stakeholders in the programme. Online English language learning is likely to be enhanced if formal and informal structures are developed to allow stakeholders to develop greater involvement, opportunities for communication and knowledge of the programme.</p>

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