scholarly journals The Desire for Social Robots to Support English Language Learners: Exploring Robot Perceptions of Teachers, Parents, and Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Belinda Louie ◽  
Elin A. Björling ◽  
Annie Camey Kuo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Social Robots ◽  
Fifth Grade ◽  
Instructional Needs ◽  
Educational Robot ◽  
Group Interviews ◽  
Educational Robots

Currently there are 4.9 million English Language Learners (ELLs) in the United States, however, only 2% of educators are trained to support these vulnerable students. Educational robots show promise for language acquisition and may provide valuable support for ELLs, yet, little is known about social robots for this population. Inviting participants as cultural informants can ensure that the robot is appropriately designed, situated and adopted into that educational community. Therefore, we conducted an exploratory study using interactive group interviews with 95 ELLs (kindergarten through fifth grade) from 18 different home language backgrounds. We also interviewed 39 ELL parents and eight elementary school educators to understand their views of educational robots. Responses to robot images suggested a preference for a popular educational robot. Parents expressed a strong desire for educational robots to support their children at school. While children embraced the idea of a robot at school, some expressed concerns about the potential for robots to be disruptive. School educators saw the potential for educational robots to support teachers in meeting instructional needs but also raised salient concerns. Exploring social robots with ELLs as cultural informants was a valuable exploration to determine important factors in social robot design and implementation for a diverse educational setting.

scholarly journals Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

2021 ◽  
Vol 5 (7) ◽  
pp. 35
Author(s):  
Elin A. Björling ◽  
Belinda Louie ◽  
Patriya Wiesmann ◽  
Annie Camey Kuo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Participatory Design ◽  
Culturally Responsive ◽  
English Language ◽  
The United States ◽  
Cultural Responsiveness ◽  
Social Robots ◽  
Social Robot ◽  
The Social

Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions.

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).

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.

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educator ◽  
The United States ◽  
Methods Course ◽  
Learning And Teaching ◽  
Analysis Methodology ◽  
Preparatory Program ◽  
Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

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.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Culturally Inclusive Teaching of Adult English Language Learners

2019 ◽  
pp. 115-132
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Latinx and Immigrant Heritage Language Maintenance

2021 ◽  
pp. 165-181
Author(s):  
Alejandra Sanmiguel-López
Keyword(s):  
English Language Learners ◽  
Cultural Values ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
The United States ◽  
Home Language ◽  
Heritage Language Maintenance ◽  
Family Language ◽  
The U.S

Research shows that children who speak a language other than English in Latinx and immigrant households make up a significant portion of schoolchildren in the United States and the process of developing and maintaining the heritage language (HL) is complex when that language is distinct from their classroom's language. This chapter explores the motivations parents have in maintaining the home language and the effect this has on Latinx and immigrant English language learners (ELLs) children. The motivations for preserving home language for Latinx and immigrant families are to maintain ties to Latinx cultural values and sustain cultural identity while also providing academic support for Latinx and immigrant ELLs students in the U.S. schools. Research on previous works of literature documents that through family language policy (FLP) practices and HL maintenance, Latinx and immigrant ELLs children can maintain and carry on their cultural values while simultaneously advancing academically in the U.S. schools.

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