scholarly journals Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces

2021 ◽  
Vol 23 (3) ◽  
pp. 147-165
Author(s):  
Melanie Wong
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learning Experiences ◽  
Technology Enhanced Learning ◽  
Learning Spaces ◽  
Ell Students ◽  
Enhanced Learning ◽  
New London

In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners

2014 ◽  
pp. 165-185 ◽  
Author(s):  
M. Liu ◽  
C. Navarrete ◽  
E. Maradiegue ◽  
J. Wivagg
Keyword(s):  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Technology ◽  
English Language ◽  
Multiple Case Study ◽  
Ell Students ◽  
Academic Challenge ◽  
Multiple Case

Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.

A Multiple-Case Study Examining Teachers' Use of iPod Touches in Their Pedagogical Practices for English Language Learners

2015 ◽  
pp. 1187-1207 ◽  
Author(s):  
M. Liu ◽  
C. Navarrete ◽  
E. Maradiegue ◽  
J. Wivagg
Keyword(s):  
English Language Learners ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Technology ◽  
English Language ◽  
Multiple Case Study ◽  
Ell Students ◽  
Academic Challenge ◽  
Multiple Case

Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers' use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers' perception of using them.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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 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.

Differentiation 2.0

2016 ◽  
pp. 798-816
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Differentiation 2.0

2015 ◽  
pp. 287-310
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

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