A Study On Reading Strategies Used By Vietnamese High School English Language Learners

2020 ◽  
Vol 10 (06) ◽  
pp. 255-263
Author(s):  
Nguyen Thi Hanh Phuc
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
High School English

Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners

2020 ◽  
Vol 37 (1) ◽  
pp. 82-100
Author(s):  
Sara L. Jozwik ◽  
Shaqwana Freeman-Green ◽  
Tara L. Kaczorowski ◽  
Karen H. Douglas
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Instruction ◽  
High School English

Rigor or Restriction: Examining Close Reading With High School English Language Learners

TESOL Journal ◽  
2016 ◽  
Vol 8 (4) ◽  
pp. 969-994 ◽  
Author(s):  
Betty Thomason ◽  
Clara Lee Brown ◽  
Natalia Ward
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Close Reading ◽  
High School English

Somali High School English Language Learners in Difference Blindness

2017 ◽  
pp. 106-126
Author(s):  
Yukari Takimoto Amos
Keyword(s):  
High School ◽  
English Language Learners ◽  
Second Language Acquisition ◽  
Predominantly White ◽  
Language Learners ◽  
English Language ◽  
Immigrant Students ◽  
High School English ◽  
Mainstream Teachers ◽  
Esl Pedagogy

This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.

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