scholarly journals Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Heidi L. Hallman ◽  
Hannah R. Meineke
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Nationwide Survey ◽  
The United States ◽  
Core Content

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.  

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.

Overidentification of English Language Learners for Special Education

2020 ◽  
pp. 191-215
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

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.

Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation

2013 ◽  
Vol 4 (1) ◽  
pp. 83-104 ◽  
Author(s):  
M. Beatriz Arias ◽  
Terrence G. Wiley
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Policy ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Applied Linguistics ◽  
The United States ◽  
The State ◽  
Restrictive Language Policy

AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.

ELF-aware pre-service teacher education: practices and perspectives

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 453-462
Author(s):  
Esma Biricik Deniz ◽  
Elif Kemaloglu-Er ◽  
Yonca Ozkan
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants’ professional development as well as presenting several challenges.

High-stakes plumbing in the twenty-first century: Fixing the cracks in the academic pipeline for undocumented English Language Learners

2015 ◽  
Vol 8 (2) ◽  
pp. 48-71 ◽  
Author(s):  
Holly Hansen-Thomas ◽  
Ludovic A. Sourdot
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
First Century ◽  
High Stakes ◽  
Educational Crisis ◽  
Academic Pipeline

This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.

Learning to Teach English Language Learners as “a Side Note”

2019 ◽  
pp. 77-92
Author(s):  
Guofang Li ◽  
Yue Bian ◽  
José Manuel Martínez
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
English Language Learners ◽  
Teacher Development ◽  
Language Learners ◽  
English Language ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Student Groups ◽  
Core Content

This chapter examines nine TESOL minor preservice teachers' (PSTs') perspectives of their preparation to teach ELLs in the US, including their perceptions regarding learning in formal teacher education courses and their experiences outside the program. Findings revealed that their formal ELL learning in the program courses was limited in scope and depth due to the program's “just good teaching ideology” that treated teaching ELLs the same as other student groups, and its knowledge-transmission model that provided few opportunities to apply the knowledge acquired in the courses. The PSTs actively sought ELL learning opportunities outside the teacher education program. Despite these efforts, the PSTs felt unprepared to teach ELLs. The findings suggest that to fully prepare PSTs for ELLs, teacher education programs must shift ELL education from “a side note” to systematic and explicit integration in the core content and spaces of teacher development.

Overidentification of English Language Learners for Special Education

2022 ◽  
pp. 302-320
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

scholarly journals ENGLISH LANGUAGE LEARNERS IN INTRODUCTORY STATISTICS: LESSONS LEARNED FROM AN EXPLORATORY CASE STUDY OF TWO PRE-SERVICE TEACHERS

2009 ◽  
Vol 8 (2) ◽  
pp. 5-32
Author(s):  
LAWRENCE M. LESSER ◽  
MATTHEW S. WINSOR
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Statistics Education ◽  
Relevant Literature ◽  
The United States ◽  
Lessons Learned ◽  
Future Research ◽  
Research Journal

Despite the rapidly growing population of English language learners in U.S. colleges and schools, very little research has focused on understanding the challenges of English language learners specifically in statistics education. At a university near the United States-México border, the authors conducted an exploratory qualitative case study of issues of language in learning statistics for pre-service teachers whose first (and stronger) language is Spanish. The two strongest findings that emerged from cross-case analysis of the interviews were the importance of the role of context (the setting in which information is communicated) and the confusion among registers (subsets of language). This paper overviews and synthesizes relevant literature and offers resources and recommendations for teaching and future research. First published November 2009 at Statistics Education Research Journal: Archives

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.

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