Classroom interaction and language learning: English-language-learner vignettes

2014 ◽  
pp. 8-13
Author(s):  
Clare Berry ◽  
Margaret Kitchen
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Group Work ◽  
English Language Learner ◽  
English Language ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
English Language Development ◽  
Language Learner ◽  
Language Output

This article uses three excerpts of paired and group talk to explore English-language development in a Year 1 classroom. It suggests that structuring effective language-learning opportunities requires more than organising group work. It affirms the teacher’s essential roles as reflective organiser and close monitor of language output and participative opportunities. In such settings students can learn so much from one another. Interpreting and reflecting on these interactive episodes enriches teachers’ understanding of their practice.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

Implementing Structured English Immersion in Arizona: Benefits, Challenges, and Opportunities

2012 ◽  
Vol 114 (9) ◽  
pp. 1-18
Author(s):  
Cecilia Rios-Aguilar ◽  
Manuel S. Gonzalez Canche ◽  
Luis C. Moll
Keyword(s):  
School Districts ◽  
Language Development ◽  
English Language Learner ◽  
English Language ◽  
English Language Development ◽  
The State ◽  
Language Learner ◽  
Structured English Immersion ◽  
Ell Students ◽  
Academic Content

Background/Context Arizona's most recent English Language Learner (ELL) legislation, starting in the school year 2008-2009, requires all such students be educated through a specific Structured English Immersion (SEI) model: the 4-hour English Language Development (ELD) block. The basic premise behind this particular model is that ELL students should be taught the English language quickly so they can then succeed academically. Purpose/Objective/Research Question/Focus of Study This study is the first attempt to look at a random sample of school districts across the state of Arizona under the 4-hour ELD block policy. The goal of the study is to better understand what are the positive aspects and the major challenges of implementing the 4-hour ELD block in Arizona. In particular this study aims to answer the following research questions: (1) How is the 4-hour ELD block being implemented? (2) What are the perceived benefits of the 4-hour ELD block for students and for schools? and (3) What are the district leaders’ concerns about implementing the 4-hour ELD block? Population/Participants/Subjects Of the 65 school districts randomly selected as potential participants, 26 agreed to participate in this study. The district response rate of the study was 40%, and the informants were the English Language Coordinators (ELC), who are the individuals most knowledgeable about how the 4-hour ELD block is implemented in their district. The sample of school districts that participated in our study is representative of the state of Arizona in terms of enrollment patterns. Research Design The researchers designed a phone survey for ELCs. Qualitative data analyses were used to examine the responses of the 26 ELCs. More specifically, a coding scheme was created to assist in the process of organizing and analyzing the data. Findings/Results Analyses reveal that the vast majority of ELCs think that, as a result of the program, there is an increased focus on English Language Learner (ELL) students’ English language development. Regarding the challenges of the program, ELCs think that the implementation of the 4-hour ELD block has: a) neglected core areas of academic content that are critical for ELL students’ academic success, b) contributed to ELL students’ isolation, c) limited ELL students opportunities for on-time high school graduation, and d) assumed that English language learning can be accomplished within an unrealistic time-frame and under a set of unrealistic conditions. Conclusions/Recommendations Given the data collected, we recommend that school districts explore alternative models of ELD instruction. These alternative models of ELD instruction need to take into consideration the local context of school districts, their resources, and existing research. Furthermore, we recommend that ELL students are offered additional programs or types of support that can help them become English proficient, while acquiring the academic content needed for succeeding in school. It seems reasonable to state that a combination of programs and support can be more effective than one prescriptive instructional approach. Finally, we recommend that school districts monitor progress and effectiveness by looking at multiple indicators. In particular, we strongly suggest that school districts keep track of reclassification, re-entry, and opting-out rates.

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.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals Category building of international students as language learners in two secondary schools

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Anna Filipi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
International Student ◽  
English Language ◽  
English Language Development ◽  
Language Learner ◽  
Small Scale ◽  
Language Competence ◽  
Language Deficit ◽  
Membership Categorization

This paper reports on a small scale study of category building in the context of English language learning. The data for the current study is derived from the interviews with two students, one from China and the other from Mongolia, in two schools in Melbourne. The study uses Membership Categorization Analysis to give an account of identity by examining how categories of English language learner emerge and shift during the course of the interviews. The categories established by the participants in the two interviews were constructed around different sorts of attributes belonging to the category of international student. These emerged as a series of categorical binaries including international student and local student, language competence and language deficit, mainstream English and English as an Additional Language (EAL), and home country and Australia. As the participants took part in the interview, they moved towards accounts that integrated multiple viewpoints resulting in dynamically shifting categorisations. Through these categories, it was also possible to show how students were invited to display their learning and knowledge of English, and to give accounts of their English language development.

scholarly journals Category building of international students as language learners in two secondary schools

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Anna Filipi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
International Student ◽  
English Language ◽  
English Language Development ◽  
Language Learner ◽  
Small Scale ◽  
Language Competence ◽  
Language Deficit ◽  
Membership Categorization

This paper reports on a small scale study of category building in the context of English language learning. The data for the current study is derived from the interviews with two students, one from China and the other from Mongolia, in two schools in Melbourne. The study uses Membership Categorization Analysis to give an account of identity by examining how categories of English language learner emerge and shift during the course of the interviews. The categories established by the participants in the two interviews were constructed around different attributes belonging to the category of international student. These emerged as a series of categorical binaries including international student and local student, language competence and language deficit, mainstream English and English as an Additional Language (EAL), and home country and Australia. As the participants took part in the interview, they moved towards accounts that integrated multiple viewpoints resulting in dynamically shifting categorisations. Through these categories, it was also possible to show how students were invited to display their learning and knowledge of English, and to give accounts of their English language development.

scholarly journals Shifting Paradigms of Language and Identities: My Personal Journey of English Learning, Teaching and Researching

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Huan Wang
Keyword(s):  
Language Learning ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
English Language Learning ◽  
English Learning ◽  
Personal Journey ◽  
Personal Experiences

This article depicts the journey of English language learning, teaching, and researching of an English language learner, and the shift of her language paradigms and identities along with her personal experiences. The author’s attitude to language and her lenses of perceiving English shift constantly as she understands deeper and explores further in the language realm.

Blending Video Games Into Language Learning

2019 ◽  
pp. 1652-1668
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

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