scholarly journals It Starts with Us: Including Refugees in Rural Schools and Communities

2019 ◽  
Vol 40 (2) ◽  
pp. 33-42 ◽  
Author(s):  
Alice M. Wille ◽  
Miranda K. Maher ◽  
Sibyl R. Cornell ◽  
Angelica Coumanova Kim ◽  
Brad Reimers ◽  
...  
Keyword(s):  
English Language Learners ◽  
Qualitative Analysis ◽  
Language Learners ◽  
Rural Schools ◽  
English Language ◽  
Service Providers ◽  
School Personnel ◽  
Refugee Youth ◽  
Special Service ◽  
Communication Differences

Rural school personnel across three districts and states were interviewed to learn their experiences working with refugee youth and their families. These eleven individuals held different roles including administrators, special service providers, and teachers of English language learners (ELL). Through qualitative analysis, the broad themes of communication, differences, resources, curriculum, collaboration, and family-school relationships were identified. Data were used to develop recommendations for promoting the inclusion of newcomer youth in rural schools.

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.

Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection

2011 ◽  
Vol 12 (4) ◽  
pp. 128-138 ◽  
Author(s):  
Gordon W. Blood ◽  
Laura A. Robins ◽  
Ingrid M. Blood ◽  
Michael P. Boyle ◽  
Erinn H. Finke
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Critical Role ◽  
School Personnel ◽  
Further Education ◽  
Cyber Bullying ◽  
Speech Language Pathologists ◽  
School Based ◽  
Relational Bullying

Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bully” when dealing with relational bullying. This study extends the literature on perceptions of school personnel, specifically SLPs, and their role in preventing student victimization. Many SLPs are likely to assist clients in dealing with physical, verbal, and cyber bullying, but may need further education regarding the seriousness of, and need for intervention in, relational bullying.

“Respectful” Home-School Relationships

2021 ◽  
pp. 265-284
Author(s):  
Howard L. Smith ◽  
Kalpana Mukunda Iyengar
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
Cultural Practices ◽  
School Personnel ◽  
Phenomenological Approach ◽  
People Of Color ◽  
School Communities ◽  
Parental Interviews

This study uses a phenomenological approach to analyze interviews of minoritized parents about their perceptions of “respectful” and “disrespectful” experiences with school personnel. Holistic content analysis of the parental interviews revealed several themes that indicated a pervasive “deficit discourse” within public school communities serving minoritized youth. This list includes the heritage language or cultural practices of English language learners (ELLs), immigrants, and people of color. As parents recounted their experiences with school personnel, it appeared that—even when queried about their personal associations with the school—many parents calibrated their relationship based on their perception of the treatment their children were receiving from school personnel. Findings suggest that culturally affirming learning environments are not necessarily universal and that many educators lack the disposition or training to provide culturally efficacious pedagogy.

Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

2016 ◽  
Vol 53 (1) ◽  
pp. 58-63 ◽  
Author(s):  
Gregory A. Cheatham ◽  
Juliet E. Hart Barnett
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learning ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Special Educators ◽  
Service Providers ◽  
Individualized Education Program ◽  
Research Literature

Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism, second language learning, and students with disabilities to responsibly participate in individualized education program team decision making. This column presents five misunderstandings about students who are English language learners with disabilities. Based on the research literature, responses to each misunderstanding are presented and include implications and recommendations for special educators.

scholarly journals Effect of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learner Children

2014 ◽  
Vol 45 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Andrea C. Ash ◽  
Mabel L. Rice ◽  
Sean M. Redmond
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Behavioral Problems ◽  
English Language ◽  
Service Providers ◽  
Native Language ◽  
Language Learner ◽  
School Age Children ◽  
English Speaking ◽  
Language Context

Purpose The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle– to high–socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. The authors of this study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native-language and English-speaking contexts. Method Children and mothers (34 of whom were ELLs and 37 of whom were native English speakers) were administered an experimental questionnaire examining the children's shy and unsociable behavior in native-language and English-speaking contexts. Results Children and mothers in the ELL group reported significantly higher ratings of shy behavior in English-speaking versus native-language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children, and researchers should consider these constructs when examining withdrawal. In addition, examining ELL children's behavior across language contexts provides a valuable method for investigating language-influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

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.

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).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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