scholarly journals Pre-service education : preparing teachers for english language learners in the classroom

2021 ◽  
Author(s):  
Nina Lee
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Initial Step ◽  
Structured Interview ◽  
Knowledge And Beliefs ◽  
Faculties Of Education

English language learners (ELLs) in classrooms is becoming a common occurrence with Ontario's escalating immigration trends. This influx pressures teachers who encounter barriers and indadequate training for linguistically diverse needs. Teacher education has the potential to overcome these barriers through effective ELL training. This qualitative study explores current teacher preparation practices through pre-service teachers' (PT)perspectives. This study aims to address a Canadain literature void by exploring how prepared primary-junior PTs are to teach ELLs in Southwestern Ontario. Using a structured interview, six certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1)Faculties of Education. 2)PTs' Beliefs, 3)In Future Classrooms and 4)Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation.

scholarly journals Pre-service education : preparing teachers for english language learners in the classroom

2021 ◽  
Author(s):  
Nina Lee
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Initial Step ◽  
Structured Interview ◽  
Knowledge And Beliefs ◽  
Faculties Of Education

English language learners (ELLs) in classrooms is becoming a common occurrence with Ontario's escalating immigration trends. This influx pressures teachers who encounter barriers and indadequate training for linguistically diverse needs. Teacher education has the potential to overcome these barriers through effective ELL training. This qualitative study explores current teacher preparation practices through pre-service teachers' (PT)perspectives. This study aims to address a Canadain literature void by exploring how prepared primary-junior PTs are to teach ELLs in Southwestern Ontario. Using a structured interview, six certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1)Faculties of Education. 2)PTs' Beliefs, 3)In Future Classrooms and 4)Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation.

scholarly journals Teacher Preparedness for a Changing Demographic of Language Learners

2011 ◽  
Vol 28 (2) ◽  
pp. 105 ◽  
Author(s):  
Nina Lee Webster ◽  
Angela Valeo
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Teacher Preparedness ◽  
Knowledge And Beliefs

English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.

Preparing Preservice Teacher Candidates for Educating Culturally and Linguistically Diverse Learners

2020 ◽  
pp. 76-103
Author(s):  
Alpana Bhattacharya
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Teacher Preparation Programs ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Preparation Programs ◽  
Linguistically Diverse Students

Over the past 30 years, the ethnic and racial representation of students in P-12 grades across the United States has shifted, with increasing number of students coming from households where a language other than English is used. Despite increase in the number of English language learners in recent years, many education stakeholders are of the position that the academic learning of culturally and linguistically diverse students has not been addressed effectively. Teacher preparation programs therefore are compelled to reimagine their curriculum for preparing teachers to educate diverse learners.This chapter describes a teacher preparation course focused on preparing preservice teachers to teach culturally and linguistically diverse students in secondary school grades. Culturally and linguistically relevant practices drawn from course assignments and clinical experience are described as approaches for preparing teachers to teach culturally and linguistically diverse students, specifically the English language learners.

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.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

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.

scholarly journals INVESTIGATING THE PROBLEM ENCOUNTERED BY STUDENT’S IN WRITING THE RECOUNT TEXT

2021 ◽  
Author(s):  
Nur Aeni M ◽  
Muthmainnah --
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Written Expression ◽  
Work Of Art ◽  
Knowledge And Beliefs ◽  
Advanced Form ◽  
Simple Sentences ◽  
Advanced Writing

It has been realized that writing is one of English skills that must be mastered by the English language learners. Writing is a form of communication that allows students to put their feelings and ideas on paper, to recognize their knowledge and beliefs into convincing arguments, and to convey meaning through well constructed text. It’s most advanced form, written expression can be as vivid as a work of art. As children learn the steps of writing, and as they build new skills upon old, writing evolves from the first simple sentences to elaborate stories and essays. Spelling , vocabulary, grammar, and organization come together and grow together to help the student demonstrate more advanced writing skills each year. Jonah(2006:29) argues that writing can be used as an indirect means of communication to other convey information. Activities is not easy to write bacause writing should be able to produce something new and can give you an idea or ideas to the reader through writing.

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