scholarly journals Understanding the Gap of Reading Performance between ELL and EOL Children from Low-Income Families in Elementary School Years

2019 ◽  
Vol 3 (4) ◽  
pp. p423
Author(s):  
Hsin-Hui Lin ◽  
Liping Wei
Keyword(s):  
English Language Learners ◽  
Low Income ◽  
English Language ◽  
Fourth Grade ◽  
Reading Performance ◽  
Language Learner ◽  
Spring Semester ◽  
Low Income Children ◽  
Scale Scores ◽  
Low Income Families

This study explored reading development in low income children of English Language learners (ELLs) from kindergarten to the fourth grade. Data used in this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). A sample size was 3,451 students below the poverty threshold. The independent variables were the indicators of home language and gender. The six dependent variables were students’ reading item response theory (IRT) scale scores in the fall and spring semester of the kindergarten year and all the spring semesters from the first to the fourth grade. Six full 2-way analysis of variance (ANOVA) models were used for the statistical analyses. The results found there is a gender difference in children’s reading performance, with female doing slightly better than male students. The low-income children’s performance in reading IRT scores has shown differences among the three groups. The English Only Learners (EOL) had the highest mean scores throughout the five years. The group of Multilingual Learners (ML) and English Language Learner (ELL) group had mixed results of the second or lowest scores among these three groups. Among the six subgroups the EOL female had the highest mean scores throughout the five years.

scholarly journals Sociocultural Contexts of Reading Development in Young English Language Learners

2018 ◽  
Vol 8 (4) ◽  
pp. 45
Author(s):  
Hsin-Hui Lin ◽  
Liping Wei ◽  
Mei-Chih Wang
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Family Income ◽  
Reading Development ◽  
Reading Performance ◽  
Spring Semester ◽  
Income Family ◽  
The Family ◽  
Children's Reading

This study explored reading development in young English language learners (ELL) during the kindergarten year. Data used in this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011). A total sample of 15,042 students who attended kindergarten the first time was included. The independent variables were the indicators of the home language, family income level, and gender. The two dependent variables were students’ reading item response theory (IRT) scale scores in the fall and spring semester of the kindergarten year. Two full three-way analysis of variance (ANOVA) models were used for the statistical analyses. The results found there is a gender difference in children’s reading performance, with female students doing slightly better than male. The family income levels also show differences in children’s reading performance. The higher the family income was, the better students showed in their mean reading scores. English Only Learners (EOL) had the highest mean scores, followed by the group of multilingual learners (ML), English language learners (ELL) group had the lowest scores for both semesters. Among the 18 subgroups, the highest group was ELL-high-income-family-females in the fall semester and ML-middle-income-family-males in the spring semester. The lowest group was ELL-low-income-males for both semesters.

scholarly journals The Segregation of American Teachers.

2009 ◽  
Vol 17 ◽  
pp. 1 ◽  
Author(s):  
Erica Frankenberg
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Low Income ◽  
English Language ◽  
White Teachers ◽  
Racial Diversity ◽  
Highly Qualified ◽  
Low Income Families ◽  
K 12 ◽  
Teaching Force

Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.

Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

2017 ◽  
Vol 41 (1) ◽  
pp. 428-452 ◽  
Author(s):  
Oscar Jiménez-Castellanos ◽  
Eugene García
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Conceptual Framework ◽  
Low Income ◽  
English Language ◽  
Educational Inequality ◽  
Language Learner ◽  
Social Constructs ◽  
Language Class ◽  
K 12

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K–12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

2019 ◽  
Vol 2 (4) ◽  
pp. 141-155
Author(s):  
Gideon D Schleeter ◽  
John R Slate ◽  
George W Moore ◽  
Frederick C Lunenburg
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Reading Performance ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Grade 3 ◽  
Mandated Assessments

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years.  Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

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 Martínez v. State of New Mexico: The Right to a Sufficient Education

2017 ◽  
Vol 11 (1) ◽  
pp. 106
Author(s):  
Diana Torres-Velásquez
Keyword(s):  
English Language Learners ◽  
New Mexico ◽  
Public Education ◽  
School Districts ◽  
Students With Disabilities ◽  
Low Income ◽  
School Finance ◽  
English Language ◽  
District Court ◽  
Education Department

Plaintiffs in the Martínez v. State of New Mexico lawsuit are 51 students, parents, and guardians from seven public school districts across New Mexico. This is a school finance case that goes beyond seeking more funds for public education to arguing that providing a sufficient education for New Mexico’s 338,307 students enrolled during the 2016-2017 school year (New Mexico Public Education Department, 2017) involves more than increasing the amount of money allocated for pupils across its 89 school districts. Although the plaintiffs in this case represent low-income and high-need families of many ethnic backgrounds in New Mexico, students who are English Language Learners, and students with disabilities, the outcome has the potential to affect every student, teacher, and administrator in the state. The trial will begin on June 12th of 2017. When the case was originally filed in 2014, New Mexico’s Public Education Department (NMPED)—the defendants in this case—immediately countered with a motion to dismiss. In October of 2014, as First District Court Chief Judge Sarah Singleton rejected the motion to dismiss, she also used the opportunity to declare public education a fundamental right in New Mexico. Martínez v State of New Mexico (2014a) has the potential to transform not only the definition of equal protection and educational equity under the law, but also to correct the discriminatory and punitive practices of current reform agendas. The author examines the possibilities of law as a form of social resistance using Martínez v. State of New Mexico (2014a)—a legal case on school finance—and the concept of sufficient education as guaranteed by the New Mexico State Constitution.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2020 ◽  
pp. 120-139
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2021 ◽  
pp. 879-898
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Preparing Pre-Service Teachers' Expectations and Resilience

2017 ◽  
pp. 24-47
Author(s):  
Christine Rosalia
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
English Language ◽  
Graduate Program ◽  
Responsive Teaching ◽  
Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

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