scholarly journals Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

2016 ◽  
Vol 18 (3) ◽  
pp. 22 ◽  
Author(s):  
Emily Ferlis ◽  
Yaoying Xu
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Esl Teachers ◽  
Latino English Language Learners ◽  
Latino Ells ◽  
Specific Learning

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi’s (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based interventions and progress-monitoring in the prereferral process with Latino ELLs. Data analysis also indicated negative participant perceptions of parental and school-level influence on the identification process.  Key concerns about the identification of Latino ELLs with specific learning disabilities (SLD) are presented, raising questions about current practices in school districts with small ELL populations.

The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities

2017 ◽  
Vol 20 (1) ◽  
pp. 1-13
Author(s):  
Katrina G. Landa ◽  
Patricia M. Barbetta
Keyword(s):  
Learning Disabilities ◽  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Specific Learning Disabilities ◽  
Repeated Readings ◽  
Reading Errors ◽  
Multiple Probe ◽  
Specific Learning

Abstract A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In baseline, participants read a passage aloud once, while during repeated readings, they read a passage 3 times. In the repeated readings condition, participants read more words correctly per minute, made fewer reading errors, and answered more literal comprehension questions correctly. The gains observed generalized to untaught passages. A majority of scores on maintenance probes at 2, 4, and 6 weeks maintained near or above the levels scored for each dependent variable during the last intervention session.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

scholarly journals Pre-Service ESL Teachers’ Self-Reported Knowledge of English Language Learners’ (ELLs) Reading Assessments

2020 ◽  
Vol 11 (5) ◽  
pp. 31-57
Author(s):  
Renata Burgess-Brigham ◽  
Zohreh Eslami ◽  
Khatereh Esteki ◽  
◽  
◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Assessments ◽  
Esl Teachers
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