English Language Learners in U.S. Schools: An Overview of Research Findings

2005 ◽  
Vol 10 (4) ◽  
pp. 363-385 ◽  
Author(s):  
Fred Genesee ◽  
Kathryn Lindholm-Leary ◽  
William Saunders ◽  
Donna Christian
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Research Findings

scholarly journals Emotional, Behavioral and Cognitive Engagement in Language Learning: The Experience of the Successful Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 337
Author(s):  
Mister Gidion Maru ◽  
Christin Natalia Pajow
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Silent Period ◽  
Structured Interview ◽  
British Council ◽  
North Sulawesi ◽  
Research Findings

This study aims at investigating and portraying learners’ engagement with language in the learning process. It further shares the influence of the engagement upon the success of language acquisition. This study is methodologically qualitative. The semi-structured interview is implemented based upon the attempts to elaborate seven main questions and several follow-up questions. The respondents are from Manado, North Sulawesi. They are learners whose score above 500 in TOEFL ITP or equivalence to IELTS above 6.0 as the qualification of successful English language learners. They took the test in different institutions such as the Golden Gate and the British Council. The data are then analyzed and interpreted in triangulation. The research findings showed that the engagement has shaped the success of the learners’ language acquisition. The engagement comes in the forms of emotional, behavioral and cognitive ones. Such engagements take place from the silent period to communicative competence period of acquisition. It is further found out that to ensure the success of language acquisition, the three models of engagement have to be persistently and consistently practiced and developed.

scholarly journals Strategies of Successful English Language Learners

2017 ◽  
Vol 5 (2) ◽  
pp. 25
Author(s):  
Cynthia Ayu Purnomo ◽  
Gunarso Susilohadi ◽  
Dewi Sri Wahyuni
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learning Problems ◽  
Data Display ◽  
Effective Strategies ◽  
Efl Context ◽  
Research Findings ◽  
Depth Interviews

<p>This article is aimed at reporting the research findings about learning problems and strategies used by a successful EFL learner although she has unfortunate conditions. The research was carried out in a high school in Boyolali. The sample of the research was one successful EFL learner with unfortunate conditions. Document analysis was based on learning achievements in Senior High School. It was used to determine the sample of the research. Meanwhile, in-depth interviews and observations were used to collect data about problems and strategies of the learner. The interviews were done with the learner, her English teachers, friends and parent. Data reduction, data display, conclusion drawing and verification were used to analyze the data. The analysis result shows that the learner uses some effective strategies for either solutions of problem or skills improvement. Besides, it can be seen that although the learner has some unfortunate conditions that may impede her to attain learning achievements in the EFL context, she shows that she is able to overcome her problems through strategy uses and become a successful EFL learner.</p><p align="left"> </p>

scholarly journals Teachers’ Perspectives on Educational Research

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Karen Drill ◽  
Shazia Miller ◽  
Ellen Behrstock-Sherratt
Keyword(s):  
English Language Learners ◽  
Educational Research ◽  
Language Learners ◽  
English Language ◽  
Study Groups ◽  
Specific Content ◽  
The Past ◽  
Chicago Metropolitan Area ◽  
Research Findings ◽  
Teachers Perspectives

Based on two studies conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look to research in response to an immediate, pressing concern such as how to best teach fractions to English language learners (ELLs). Teachers also turn to research to address a specific content need, such as gathering information for an upcoming lesson. In terms of broader reviews of research, teachers sometimes review research they have used in the past, such as best practices for a particular topic or method. Finally, teachers may consult educational research when they participate in groups that use research findings to more broadly support their instructional practice (e.g., study groups, committees or courses on using research in the classroom).

Engaging English language learners through interactive read-alouds: a literature review

2017 ◽  
Vol 16 (1) ◽  
pp. 97-109 ◽  
Author(s):  
Mikel Walker Cole ◽  
Pamela J. Dunston ◽  
Tracy Butler
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
Keyword Search ◽  
Qualitative Content Analysis ◽  
Read Alouds ◽  
Content Type ◽  
Language And Culture ◽  
Research Findings

Purpose The purpose of this paper is to review published research on using interactive read-alouds in the instruction of English language learners (ELLs). In particular, this paper emphasizes the practical application of research findings to help classroom teachers and other educators make instructional decisions that promote both effective and equitable instruction. Design/methodology/approach For this literature review, the authors conducted a systematic keyword search of multiple electronic databases to identify relevant research studies. Once studies were identified, the authors used a qualitative content analysis method (Guba and Lincoln, 1981; Holsti, 1969; Lincoln and Guba, 1985) to identify themes. Findings The findings were grouped into three distinct categories: pedagogy, language and culture. While many aspects of effective interactive read-alouds are similar for ELLs and mainstream students, this paper highlights elements of interactive read-alouds that are different or especially important for ELLs. Originality/value This review, unlike the 2,000 potentially relevant studies initially identified, considers the interplay of pedagogy, language and culture when using interactive read-alouds with ELLs. The explicit focus on practical classroom application makes this literature review useful for both researchers and practitioners.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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