Characterizing Remote Instruction Provided by Elementary School Teachers during School Closures due to COVID-19

2020 ◽  
Author(s):  
Michael Hebert ◽  
John Marc Goodrich ◽  
Jessica M. Namkung
Keyword(s):  
English Language Learners ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Survey Study ◽  
School Closures ◽  
Academic Instruction ◽  
And Mathematics ◽  
The U.S

The purpose of this survey study was to characterize the nature of remote instruction provided by elementary teachers across the U.S. during school closures related to the COVID-19 pandemic. The survey included questions on demographics, questions that broadly focused on remote instruction (e.g., live meetings with students), questions focused on academic instruction (in reading, writing, and mathematics), and questions focused on the nature of remote instruction for students with disabilities and English language learners. The survey was distributed to a random sample of teachers across the U.S. Results indicated that although most teachers provided remote instruction, few teachers believed remote instruction was effective at promoting student learning. Moreover, teachers reported that only 60% of students were ready to advance to the next grade level when schools closed. Based on our results, we estimate that between 7.2 and 11.6 million students did not receive any live remote instruction during the shutdown.

scholarly journals Crossing Borders toward Young Transnational Lives

2014 ◽  
pp. 200-216 ◽  
Author(s):  
G. Sue Kasun ◽  
Cinthya M. Saavedra
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Immigrant Students ◽  
Border Crossing ◽  
Cultural Identification ◽  
Return Visits ◽  
The U.S

Young immigrant youth often live their lives across borders, either by physically crossing them for return visits and/or by metaphorically crossing them through social media and cultural identification. The authors argue these students are better understood as transnational, shifting the focus for educators away from imagining their immigrant students on a straight, one-way path to assimilation in the U.S. to understanding these youths’ abilities to cross borders. Specifically, they call for a redesignation of English Language Learners (ELLs) as Transnational English Learners (TELs). Highlighting examples of educators’ successful border-crossing work, the authors call for educators to cross borders as well in their curriculum and relationships with transnational youth.

Moving from Professional Development to Real-Time Use

2014 ◽  
pp. 2043-2067
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Kristie Asaro-Saddler
Keyword(s):  
Professional Development ◽  
At Risk ◽  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
Literacy Instruction ◽  
English Language ◽  
Cognitive Learning ◽  
Pedagogical Content ◽  
Use Of Technology

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom

2019 ◽  
pp. 109-126
Author(s):  
Laila Aghai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Qualitative Research Study ◽  
Proficiency Levels ◽  
L1 And L2 ◽  
The U.S

This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.

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.

scholarly journals Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841880686 ◽  
Author(s):  
Adam K. Edgerton ◽  
Laura M. Desimone
Keyword(s):  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Rural Teachers ◽  
Math Teachers ◽  
College And Career ◽  
Content Coverage

Using state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

The essence of ESSA: More control at the district level?

2019 ◽  
Vol 101 (2) ◽  
pp. 14-17 ◽  
Author(s):  
Adam Kirk Edgerton
Keyword(s):  
English Language Learners ◽  
School Districts ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
National Database ◽  
Education Policies ◽  
Targeted Interventions ◽  
State Education ◽  
Every Student Succeeds Act

Using a national database of state education policies related to the Every Student Succeeds Act (ESSA), as well as data from surveys, interviews, and site visits, Adam Edgerton describes how ESSA has shifted relationships among state education agencies (SEAs) and school districts. Some states have not changed their policies much despite the flexibility afforded under the law, although some states have adjusted what measures are included in their accountability systems. States also expressed concern about how to meet requirements for English language learners and students with disabilities. Overall, SEAs are designing more targeted interventions for underperforming districts, and they are focusing on providing supports rather than punishments. But in this era of increased flexibility, it is possible for states to move from one extreme — punitive test-based accountability — to another — laissez-faire leadership.

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.

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.

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