The Way We Teach Writing Now: The Secondary School Perspective

PMLA ◽  
2018 ◽  
Vol 133 (1) ◽  
pp. 171-178
Author(s):  
Lisa Eddy ◽  
Kevin English ◽  
Beth Shaum ◽  
Sarah Andrew-Vaughan
Keyword(s):  
English Language Learners ◽  
School Districts ◽  
Secondary School ◽  
Language Learners ◽  
State Government ◽  
English Language ◽  
Retention Rates ◽  
Faculty Retention ◽  
Hierarchical Relations ◽  
The Way

Class size and teaching load, hierarchical relations between college and high school, mandates from federal and state government as well as school districts and principals, the socioeconomic status of communities in which schools are located, required external assessments, student and faculty retention rates, and literacy levels of English language learners all shape the way writing is taught in secondary school.

The essence of ESSA: More control at the district level?

2019 ◽  
Vol 101 (2) ◽  
pp. 14-17 ◽  
Author(s):  
Adam Kirk Edgerton
Keyword(s):  
English Language Learners ◽  
School Districts ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
National Database ◽  
Education Policies ◽  
Targeted Interventions ◽  
State Education ◽  
Every Student Succeeds Act

Using a national database of state education policies related to the Every Student Succeeds Act (ESSA), as well as data from surveys, interviews, and site visits, Adam Edgerton describes how ESSA has shifted relationships among state education agencies (SEAs) and school districts. Some states have not changed their policies much despite the flexibility afforded under the law, although some states have adjusted what measures are included in their accountability systems. States also expressed concern about how to meet requirements for English language learners and students with disabilities. Overall, SEAs are designing more targeted interventions for underperforming districts, and they are focusing on providing supports rather than punishments. But in this era of increased flexibility, it is possible for states to move from one extreme — punitive test-based accountability — to another — laissez-faire leadership.

scholarly journals Effect of Transnational Standards on U.S. Teacher Education

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Kevin G. Murry ◽  
Socorro G. Herrera ◽  
Stuart S. Miller ◽  
Cristina A. Fanning ◽  
Shabina K. Kavimandan ◽  
...  
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
School Districts ◽  
North America ◽  
Language Learners ◽  
English Language ◽  
Evidence Based ◽  
Effective Pedagogy ◽  
The Impact ◽  
Growing Population

The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five transnational universals of teaching that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English language learners. CLASSIC has utilized with more than 10,000 teachers in 100 school districts, located in eight states, in collaboration with eight different universities. This study examined the impact of the transnational standards of CLASSIC curricula on teachers

scholarly journals An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites.

2016 ◽  
Vol 24 ◽  
pp. 105 ◽  
Author(s):  
Margarita Jimenez-Silva ◽  
Katie Bernstein ◽  
Evelyn Baca
Keyword(s):  
English Language Learners ◽  
School Districts ◽  
Critical Discourse Analysis ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Language Policies ◽  
Individual School ◽  
One Year

Restrictive language policies for education have been passed in several states in the United States. In 1998, 2000, and 2002, California, Arizona, and Massachusetts passed the most restrictive of these policies, impacting 4.4 million students classified as English language learners (ELLs). This study examines how these policies are currently interpreted and presented to the public on Arizona’s Department of Education website, as well as how they are interpreted and presented on the websites of three of the state’s largest school districts. We seek to understand how three key elements of the laws—one-year programmatic time limits, Structured English Immersion (SEI) programs, and waiver processes—are conveyed by each text. Using tools from critical discourse analysis (Fairclough, 2003, 2013, 2015), we trace the endurance or disappearance of these elements between texts and across time. Textual differences are discussed as reflecting and perpetuating important contextual differences among the districts.

scholarly journals Enhancing student retention rates on open non-formal online language learning courses

2019 ◽  
Vol 1 (1) ◽  
pp. 15-24
Author(s):  
Neil Cowie ◽  
Keiko Sakui
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Online Courses ◽  
Drop Out ◽  
Retention Rates ◽  
Exploratory Research ◽  
Attrition Rates ◽  
The Impact

Open non-formal online courses are becoming increasingly popular as a self-paced option for learners. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high. In this exploratory research study two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. Firstly, the wider reasons why online students may drop out, such as insufficient feedback or the impact of cognitive overload, are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended. Finally, a number of ways that videos can be made more engaging are shown, especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence. Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning.

scholarly journals A STUDY OF ATTITUDE AND MOTIVATION OF ENGLISH LANGUAGE LEARNERS AT SECONDARY SCHOOL STUDENTS OF HYDERABAD-KARNATAKA REGION

2021 ◽  
Vol 58 (1) ◽  
pp. 4786-4793
Author(s):  
Ranju T Nair, Dr. U. K. Kulkarni
Keyword(s):  
English Language Learners ◽  
Secondary School ◽  
Language Learners ◽  
Secondary School Students ◽  
English Language ◽  
School Type ◽  
School Students ◽  
Significant Difference ◽  
Improvement Programs ◽  
Attitude And Motivation

This study was attempted to investigate the   attitude and motivation of English Language Learners at secondary school students of Hyderabad-Karnataka region. A standardized questionnaire was administered in the form of survey to 900 IX standard students from Hyderbad-Karnataka region (Bellary, Bidar, Kalabugi, Koppal,Raichur and Yadgir) to collect data regarding their motivation and attitude towards learning English Language.The collected data was statistically analyzed using suitable statistical methods like  mean,standard deviation, t test,one way analysis of varience (ANOVA). The result revealed that there is a significant difference between  the gender and locality of the school,type of school,type of management. This study recommended that the relevant language improvement programs and activities are also discussed in accordance with the students language difficulties as communicated in the open-ended questions to increase their motivation and attitude in English language.Hence it was concluded that more classroom activities in the study of English enhance pupils attitude and motivation to learn English

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