Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals So How Do English Language Learners Use "So"?

2018 ◽  
Vol 21 (1) ◽  
pp. 94-122
Author(s):  
Jessica Lim
Keyword(s):  
English Language Learners ◽  
Present Article ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Limited Range ◽  
Language Learner ◽  
Discourse Marker ◽  
Range Of Functions ◽  
English Dominant

The present article compares the use of the discourse marker so between English-dominant speakers and English language learners through an analysis of 20 one-on-one audio-recorded sessions with 10 English-dominant speakers and 10 English language learners. While employment of the discourse marker by both speaker groups was found to be discrepant, one prominent difference was discovered in the English language learner data. Move so, one of so’s six discursive functions, was produced with a higher frequency by the English language learners. The findings of the study indicate that while the learner group demonstrated a limited range of functions, as did English language learners in prior studies, they also had an overall lower rate of frequency compared to the English-dominant speakers.

scholarly journals The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

2006 ◽  
Vol 14 ◽  
pp. 13 ◽  
Author(s):  
Wayne E. Wright ◽  
Daniel Choi
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
High Stakes Testing ◽  
High Stakes ◽  
Ell Students ◽  
Sheltered English Immersion ◽  
The Impact ◽  
Sheltered English

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.

scholarly journals “English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

2012 ◽  
Vol 14 (3) ◽  
pp. 83 ◽  
Author(s):  
Nina Lee Webster ◽  
Chunlei Lu
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Literature Search ◽  
First Language ◽  
Language Learner ◽  
Culturally Appropriate ◽  
Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

Mathematics Preservice Teachers Learning About English Language Learners Through Task-Based Interviews and Noticing

2012 ◽  
Vol 1 (1) ◽  
pp. 10-22 ◽  
Author(s):  
Anthony Fernandes
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Best Practices ◽  
Language Learners ◽  
English Language ◽  
Middle School Mathematics ◽  
Language Learner ◽  
Ell Students ◽  
English Only ◽  
Mathematics Educators

This article describes the 3rd cycle of an intervention in a mathematics content course that was designed to foster awareness among middle school mathematics preservice teachers (PSTs) of the challenges that English language learner (ELL) students face and the resources they draw on as they learn mathematics and communicate their thinking in English-only classrooms. Pairs of PSTs engaged 2 different ELL students in a videotaped task-based interview using 4 measurement tasks. Following each interview, the PSTs wrote a structured report guided by Mason's (2002) framework of noticing. The results of the intervention indicated that the PSTs went beyond awareness of ELLs' needs and challenges and also adopted strategies outlined in the literature that were aligned with best practices for teaching ELLs. The article also discusses the potential of the intervention and how it can be used by other mathematics educators.

Problem Solving and the English Language Learner

2009 ◽  
Vol 14 (9) ◽  
pp. 532-539
Author(s):  
Clara Lee Brown ◽  
Jo Ann Cady ◽  
P. Mark Taylor
Keyword(s):  
English Language Learners ◽  
Problem Solving ◽  
Language Learners ◽  
English Language Learner ◽  
Mathematics Instruction ◽  
English Language ◽  
Language Learner

Various techniques can enhance mathematics instruction for English language learners.

The Self-Determined English Language Learner

2017 ◽  
pp. 148-159
Author(s):  
Lori Suzanne Hepburn ◽  
Kathryn Jones
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
The Self ◽  
Self Determination ◽  
Working Definition ◽  
Definition Of

English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.

scholarly journals Technology-Based Literacy Instruction For English Language Learners

2011 ◽  
Vol 8 (6) ◽  
pp. 1 ◽  
Author(s):  
Erin L. White ◽  
Sharlett Gillard
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
English Language Acquisition ◽  
Viable Solution ◽  
Potential Impact ◽  
K 12

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these technology-based solutions could aid in alleviating an already taxed educational workforce, as well as significantly aid in promoting English language acquisition among the nations K-12 ELL population.

Revising Approaches to ELL

2020 ◽  
pp. 373-395
Author(s):  
Jasper F. Sachsenmeier
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Academically Deficient

This chapter explores how current approaches to English Language Learner Education frequently suffers from the erroneous assumption that students are somehow academically deficient, leading to institutional neglect and relegation of English Language Learner issues to the peripheries of US universities. By examining and discussing existing approaches, this chapter highlights specific shortcomings and offers more effective solutions to better reflect and understand English Language Learners. The goal is to provide a more effective English Language Learner education.

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

2019 ◽  
Vol 2 (4) ◽  
pp. 141-155
Author(s):  
Gideon D Schleeter ◽  
John R Slate ◽  
George W Moore ◽  
Frederick C Lunenburg
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Reading Performance ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Grade 3 ◽  
Mandated Assessments

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years.  Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

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