Chapter 6. Developing Literacy in English-language Learners: An Examination of the Impact of English-only Versus Bilingual Instruction

2006 ◽  
pp. 91-106 ◽  
Author(s):  
Diane August ◽  
Margarita Calderón ◽  
María Carlo ◽  
Michelle Nuttall
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Bilingual Instruction ◽  
English Only ◽  
The Impact

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.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

scholarly journals Peddling Pedagogies: The Winners and Losers of a Standardized Testing Economy

2014 ◽  
Vol 100 ◽  
pp. 153-155
Author(s):  
Lucy Arnold Steele
Keyword(s):  
Public Policy ◽  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Urban Students ◽  
Ethnographic Research ◽  
Teacher Roles ◽  
High Stakes ◽  
The Impact

This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.

scholarly journals The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

2006 ◽  
Vol 14 ◽  
pp. 13 ◽  
Author(s):  
Wayne E. Wright ◽  
Daniel Choi
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
High Stakes Testing ◽  
High Stakes ◽  
Ell Students ◽  
Sheltered English Immersion ◽  
The Impact ◽  
Sheltered English

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.

scholarly journals Test anxiety among English language learners: A case of vocabulary testing using multiple-choice items and error identification tests

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Yasin Khoshhal
Keyword(s):  
English Language Learners ◽  
Test Anxiety ◽  
Language Learners ◽  
English Language ◽  
Negative Impact ◽  
Multiple Choice ◽  
High Stake ◽  
Error Identification ◽  
Multiple Choice Items ◽  
The Impact

Introduction. This study sought to discern the impact of test anxiety on English language learners’ test performance. Method. Fifty female learners at intermediate and upper-intermediate levels of English were divided into two groups – Multiple-Choice (MC) and Error Identification (EI) – according to their scores in vocabulary tests given in the pre-treatment phase. A questionnaire was then administered to assess the level of anxiety brought about by these tests. During a 20-week period the EI group received lesson plans designed based on error-identification activities, while the MC group was offered instructions including multiple-choice items. After the treatment, the same tests and questionnaire were administered. Results and Discussion. The findings showed that the level of test anxiety was higher in the EI group compared with the MC group. The positive role of familiarization and the negative impact of debilitative anxiety were observed through this study. The findings of the current study can be transferred to other high-stake proficiency tests.

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