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.

English Language Learners and School Belonging: Implications for School Counselor Practice

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Qi Shi ◽  
Jennifer Watkinson
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
School Personnel ◽  
School Belonging ◽  
Evidence Based ◽  
Student Needs ◽  
Ell Students

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

scholarly journals Opportunity to Teach: Push-In and Pull-Out Models of English Learner Instruction

2017 ◽  
Vol 1 (1) ◽  
pp. 53 ◽  
Author(s):  
Laura Baecher ◽  
Angela B. Bell
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Curriculum And Instruction ◽  
English Language Development ◽  
Elementary Educators ◽  
Esl Teachers ◽  
Ell Students ◽  
Pull Out ◽  
Eld Instruction

<p><em>As the number of US English Language Learners (ELLs) increases, elementary educators struggle to make decisions related to curriculum and instruction. This research fills an important gap in the research on program models for ELLs by presenting a two-part investigation of push-in and pull-out English Language Development (ELD) instruction from the vantage point of English as a Second Language (ESL) teachers. The first part of the investigation uses nationally administered surveys to capture the practices, beliefs, and challenges of ESL professionals working in these models. The second part highlights the concerns raised by those ESL teachers regarding the extent to which a cohort of 175 ELL students received their ELD instruction. We explore the implications for the academic achievement of ELLs in the primary grades when their access to consistent ELD instruction is curtailed. We illuminate the problematic aspects of both models and call for greater attention to the implementation and monitoring of services for young ELLs.</em></p>

Can Online Education Be the Answer?

2017 ◽  
pp. 182-209
Author(s):  
Nilufer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Online Education ◽  
Language Learners ◽  
English Language ◽  
Online Discussions ◽  
Online Classes ◽  
Mainstream Teachers ◽  
Ell Students ◽  
Online Communities Of Practice

The number of English Language Learners (ELLs) is increasing rapidly in American schools, and mostly, they are enrolled in mainstream classes. This means that mainstream teachers have an important role in the academic success of these students. However, research on mainstream teachers and ELL students suggests that mainstream teachers may have negative perceptions of ELLs, and they may use the wrong approach to teaching these students, owing to their lack of knowledge in ELL education. This study aims to demonstrate how online classes on ELL education, and developing online communities of practice, might change mainstream teachers' methods of instruction of ELLs. The results showed that mainstream teachers significantly changed their perceptions and instructional strategies for teaching ELLs as a result of taking online classes, and particularly, online discussions had an important role in this change of perception. Some implications for developing online ELL education courses for pre-service and in-service teachers are also provided.

Teaching Reading to Culturally and Linguistically Diverse Elementary Students

2018 ◽  
pp. 196-214
Author(s):  
Nilufer Guler ◽  
Wendy Johnson Donnell
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Drop Out ◽  
Culturally And Linguistically Diverse ◽  
Ell Students ◽  
Drop Out Rate ◽  
Reading And Math

The number of English language learners is increasing rapidly in U.S schools. The academic success of these students is a national concern since ELLs lag behind their peers in reading and math, and they have high drop-out rate. Reading is one of the hardest topics for ELL students. This chapter analyzes some common reasons why ELLs lag behind their peers in reading classes, provides some solutions to overcome these challenges, and provides some implications to teach ELLs better for elementary teachers.

Teaching Mathematics to Elementary ELL Students

2018 ◽  
pp. 141-157
Author(s):  
Ozgul Kartal ◽  
Nilufer Guler ◽  
Dincer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Teaching Mathematics ◽  
Mainstream Teachers ◽  
Ell Students ◽  
School Time ◽  
School Day

The number of English language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes. They are pulled out a few hours in a school day for ELL services. Therefore, it is crucial to educate mainstream teachers in how to teach ELL students. Mathematics is one of the hardest topics for ELLs. This chapter aims to uncover some of the challenges that elementary ELLs have in math classes and provide some implications on how to better teach math to ELL students.

Web 2.0 as Potential E-Learning Tools for K-12 English Language Learners

2011 ◽  
pp. 222-240
Author(s):  
Lucy Green ◽  
Fethi Inan
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Academic Success ◽  
Web 2.0 ◽  
Language Learners ◽  
English Language ◽  
Learning Tools ◽  
Ell Students ◽  
Instructional Needs ◽  
Technology Tool

Federal legislation demands academic success of all students as well as instructional modifications for special needs students. Even so, school districts struggle with funding educational programs and products that would greatly benefit students grappling with language and content acquisition. Free and open source Web 2.0 tools present exciting opportunities for the creation of educational material that reflects best teaching practices for English Language Learners. The chapter conducts an analysis of second language acquisition research that identifies the most common components of effective second language teaching practice. With these determined, the attention is focused on the characteristics of Web 2.0 technologies that might be used to promote educational activities and opportunities that embody these effective SLA pedagogical practices while meeting the unique instructional needs of ELL students. Although the chapter focuses on ELL students, many of the instructional methods and technology tool characteristics will benefit other students in all content areas.

scholarly journals After exit: Academic achievement patterns of former English language learners.

2004 ◽  
Vol 12 ◽  
pp. 50 ◽  
Author(s):  
Ester J. De Jong
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Second Language ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Important Variable ◽  
Program Participation ◽  
Ell Students ◽  
8Th Grade

With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL) program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL) program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.

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 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

Ensuring Social Justice for English Language Learners

2021 ◽  
pp. 489-506
Author(s):  
Juan A. Rios Vega ◽  
Cecile M. Arquette ◽  
Hwa Lee ◽  
Heljä Antola Crowe ◽  
Jana Lynn Hunzicker ◽  
...  
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
English Language ◽  
Future Research ◽  
Credit Hours ◽  
Ell Students ◽  
Course Work

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

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