scholarly journals Research-based Teacher Education for Multicultural Contexts

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Carlos F. Diaz ◽  
Ilene Allgood
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Graduate Program ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Evidence Based ◽  
Master's Program ◽  
Ell Students ◽  
Speakers Of Other Languages ◽  
Research In Education

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in-service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence-based practice’.

scholarly journals Research-based Teacher Education for Multicultural Contexts

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Carlos F. Diaz ◽  
Ilene Allgood
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Graduate Program ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Evidence Based ◽  
Master's Program ◽  
Ell Students ◽  
Speakers Of Other Languages ◽  
Research In Education

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in-service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence-based practice’.

English Language Learners and School Belonging: Implications for School Counselor Practice

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Qi Shi ◽  
Jennifer Watkinson
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
School Personnel ◽  
School Belonging ◽  
Evidence Based ◽  
Student Needs ◽  
Ell Students

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

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 English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

2013 ◽  
Vol 21 ◽  
pp. 20 ◽  
Author(s):  
Francesca López ◽  
Martin Scanlan ◽  
Becky Gundrum
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Current Theory ◽  
English Language Development ◽  
Theory And Practice ◽  
Policy Implications ◽  
Teacher Education Programs ◽  
Reading Outcomes ◽  
Level Of Training

In this study, we examined the degree to which the requirements in each state’s teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL’s reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements.

Ensuring Social Justice for English Language Learners

2021 ◽  
pp. 489-506
Author(s):  
Juan A. Rios Vega ◽  
Cecile M. Arquette ◽  
Hwa Lee ◽  
Heljä Antola Crowe ◽  
Jana Lynn Hunzicker ◽  
...  
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
English Language ◽  
Future Research ◽  
Credit Hours ◽  
Ell Students ◽  
Course Work

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

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.

scholarly journals Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

2020 ◽  
Vol 69 (1) ◽  
pp. 154-173
Author(s):  
Emily K. Suh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Adult Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Language Class ◽  
Speakers Of Other Languages ◽  
Literacy Class ◽  
Classroom Literacy

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

scholarly journals Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Yingling Lou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Paradigm Shift ◽  
English Language ◽  
Vocabulary Development ◽  
Disciplinary Literacy ◽  
Learning Needs ◽  
Literacy Teachers ◽  
Ell Students ◽  
Diverse Learning

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate disciplinary literacy and stay responsive to the unique and diverse learning needs of the adolescent English Language Learners (ELLs) who are integrated in the mainstream classes? Drawing on Moje’s (2015) 4Es framework and a translanguaging pedagogy, this paper presents a set of instructional practices to support content teachers in integrating disciplinary literacy within the disciplines to enhance adolescent ELL students’ learning in vocabulary development and reading. La recherche récente en matière de littératie dans toutes les disciplines appelle à un changement de paradigme chez les enseignants des différentes matières du secondaire pour se percevoir non plus comme des transmetteurs de contenu de la discipline mais comme des enseignants de littératie de la discipline qui servent de modèles et motivent les élèves à lire, écrire, se renseigner et à se comporter comme des experts à l’intérieur de chaque discipline. Comment les enseignants de contenu incorporent-ils la littératie dans leur discipline et restent-ils à l’écoute des besoins d’apprentissage uniques et variés des adolescents qui apprennent l’anglais (AALS) et qui sont intégrés dans les classes ordinaires? En s’appuyant sur le cadre 4E de Moje (2015) et sur une pédagogie translangagière, cet article présente une série de pratiques d’enseignement visant à soutenir les enseignants de contenu dans l’intégration de la littératie dans toutes les disciplines de façon à enrichir l’apprentissage des adolescents ASL en matière de développement du vocabulaire et de lecture.

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