scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

scholarly journals Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future

2018 ◽  
Vol 6 (2) ◽  
pp. 86
Author(s):  
Tammy Oberg De La Garza ◽  
Erin Mackinney
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
English Language Instruction ◽  
Brighter Future ◽  
Looking Back

<p><em>This article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schools and the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.</em></p>

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

scholarly journals Underrepresentation of English-Language Learners in Gifted Education and the Influence of Gifted Education Policy

2020 ◽  
Author(s):  
Todd Kettler ◽  
Yasmin Laird
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
Gifted Education ◽  
English Language ◽  
Gifted Students ◽  
The United States ◽  
Relative Difference ◽  
School Enrollment ◽  
Nationally Representative

English Language Learners (ELL) are the fastest growing population in United States public education and are likely underrepresented in gifted education. This study analyzed a nationally representative sample of the largest school districts (n=311) in the United States accounting for approximately 35% of the total public school enrollment of K12 education. Five pre-registered hypotheses were tested to explore the nature of ELL underrepresentation in gifted education. Eighty-six percent of the schools had ELL relative difference in composition index (RDCI) scores in the large underrepresentation category (&lt; -60), and the pattern of underrepresentation was consistent in all four census regions of the U.S. Underrepresentation in schools with state policy mandates to identify gifted students was no different that ELL underrepresentation in non-mandated policy states. Variables of gifted program inclusiveness (r = .07) and prevalence of ELL student populations (r = .05) were not associated with variation in ELL underrepresentation.

scholarly journals Developments In Stem Educators’ Preparedness For English Language Learners In The United States

2018 ◽  
Vol 11 (4) ◽  
pp. 165-176
Author(s):  
Keith R Besterman ◽  
Jeremy Ernst ◽  
Thomas O. Williams
Keyword(s):  
Professional Development ◽  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regional Analysis ◽  
The United States ◽  
Stem Disciplines ◽  
And Mathematics ◽  
K 12

In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses.   Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States.   Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.

Facilitating Linguistic and Academic Success for Newcomer English Language Learners

2019 ◽  
pp. 218-234
Author(s):  
Melinda Trice Cowart
Keyword(s):  
United States ◽  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Educational Achievement ◽  
The United States ◽  
Lessons Learned ◽  
Large Numbers ◽  
Republic Of The Congo

The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.

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