The Impact of Limited Code Switching on the Achievement of the Jordanian English Language Learners

2016 ◽  
Vol 2 (6) ◽  
pp. 212-224
Author(s):  
Samer R. Hmeadat
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Code Switching ◽  
Limited Code ◽  
The Impact

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 Exploring the Impact of a Community School Reform Initiative on the Literacy Achievement of Middle Level English Language Learners

RMLE Online ◽  
2021 ◽  
Vol 44 (4) ◽  
pp. 1-16
Author(s):  
Alia A. Ammar ◽  
Toni A. Sondergeld ◽  
Kathleen Provinzano ◽  
Brian Delaney
Keyword(s):  
English Language Learners ◽  
School Reform ◽  
Language Learners ◽  
English Language ◽  
Middle Level ◽  
Community School ◽  
Literacy Achievement ◽  
Reform Initiative ◽  
The Impact

Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

2007 ◽  
Vol 26 (3) ◽  
pp. 11-20 ◽  
Author(s):  
Rebecca J. Kopriva ◽  
Jessica E. Emick ◽  
Carlos Porfirio Hipolito-Delgado ◽  
Catherine A. Cameron
Keyword(s):  
Decision Making ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The Impact

Chapter 6. Developing Literacy in English-language Learners: An Examination of the Impact of English-only Versus Bilingual Instruction

2006 ◽  
pp. 91-106 ◽  
Author(s):  
Diane August ◽  
Margarita Calderón ◽  
María Carlo ◽  
Michelle Nuttall
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Bilingual Instruction ◽  
English Only ◽  
The Impact

The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review

2020 ◽  
Author(s):  
Princess-Melissa Washington-Nortey ◽  
Fa Zhang ◽  
Yaoying Xu ◽  
Amber Brown Ruiz ◽  
Chin-Chih Chen ◽  
...  
Keyword(s):  
Systematic Review ◽  
English Language Learners ◽  
Language Development ◽  
Language Learners ◽  
English Language ◽  
Peer Interactions ◽  
The Impact

scholarly journals Peddling Pedagogies: The Winners and Losers of a Standardized Testing Economy

2014 ◽  
Vol 100 ◽  
pp. 153-155
Author(s):  
Lucy Arnold Steele
Keyword(s):  
Public Policy ◽  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Urban Students ◽  
Ethnographic Research ◽  
Teacher Roles ◽  
High Stakes ◽  
The Impact

This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.

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 The Impact of Limited Code Switching on the Achievement of the Jordanian English Language Learners

2016 ◽  
Vol 2 (6) ◽  
Author(s):  
Samer R. Hmeadat
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Statistical Significance ◽  
Code Of Conduct ◽  
Code Switching ◽  
Male Students ◽  
Control Groups ◽  
Significant Difference ◽  
The Mean ◽  
The Impact

    The study sought to investigate the impact of limited and regulated code switching on the achievement of the Jordanian EFL learners. To achieve the aim of study, the use of code-switching was intended to be integrated within the code of conduct which made up the backbone of the class management.  The study sample consisted of (105) students from the eighth and ninth grades in Berein Secondary School, The Second Directorate of Education in Zarqa District. The subjects were divided into four groups; two experimental groups consisted of (51) male students who were taught through using code-switching. The other two control groups consisted of (52) male students who were taught the same content through the conventional strategy. Questionnaires were distributed into (100) male and female English teachers in different public and private schools to know their attitudes toward using code-switching in their daily lessons in EFL classrooms.  To achieve the goals of this study, the researcher chose both the quantitative design (achievement test) and the qualitative design (interviews and questionnaire) to conduct his study. Analysis of One-Way ANOVA was performed to test the statistical significance of the differences among groups. The results revealed that there was a statistical significant difference at the level (α =0.05) in the mean scores between the experimental groups and the control groups in favor of the experimental groups. The result showed that there were statistically significant differences between the mean scores of the subjects of the experimental groups who were taught through the code of conduct and using the code-switching.  

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