The Self-Determined English Language Learner

2017 ◽  
pp. 148-159
Author(s):  
Lori Suzanne Hepburn ◽  
Kathryn Jones
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
The Self ◽  
Self Determination ◽  
Working Definition ◽  
Definition Of

English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.

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 So How Do English Language Learners Use "So"?

2018 ◽  
Vol 21 (1) ◽  
pp. 94-122
Author(s):  
Jessica Lim
Keyword(s):  
English Language Learners ◽  
Present Article ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Limited Range ◽  
Language Learner ◽  
Discourse Marker ◽  
Range Of Functions ◽  
English Dominant

The present article compares the use of the discourse marker so between English-dominant speakers and English language learners through an analysis of 20 one-on-one audio-recorded sessions with 10 English-dominant speakers and 10 English language learners. While employment of the discourse marker by both speaker groups was found to be discrepant, one prominent difference was discovered in the English language learner data. Move so, one of so’s six discursive functions, was produced with a higher frequency by the English language learners. The findings of the study indicate that while the learner group demonstrated a limited range of functions, as did English language learners in prior studies, they also had an overall lower rate of frequency compared to the English-dominant speakers.

scholarly journals “English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

2012 ◽  
Vol 14 (3) ◽  
pp. 83 ◽  
Author(s):  
Nina Lee Webster ◽  
Chunlei Lu
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Literature Search ◽  
First Language ◽  
Language Learner ◽  
Culturally Appropriate ◽  
Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

Problem Solving and the English Language Learner

2009 ◽  
Vol 14 (9) ◽  
pp. 532-539
Author(s):  
Clara Lee Brown ◽  
Jo Ann Cady ◽  
P. Mark Taylor
Keyword(s):  
English Language Learners ◽  
Problem Solving ◽  
Language Learners ◽  
English Language Learner ◽  
Mathematics Instruction ◽  
English Language ◽  
Language Learner

Various techniques can enhance mathematics instruction for English language learners.

scholarly journals Technology-Based Literacy Instruction For English Language Learners

2011 ◽  
Vol 8 (6) ◽  
pp. 1 ◽  
Author(s):  
Erin L. White ◽  
Sharlett Gillard
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
English Language Acquisition ◽  
Viable Solution ◽  
Potential Impact ◽  
K 12

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these technology-based solutions could aid in alleviating an already taxed educational workforce, as well as significantly aid in promoting English language acquisition among the nations K-12 ELL population.

Revising Approaches to ELL

2020 ◽  
pp. 373-395
Author(s):  
Jasper F. Sachsenmeier
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Academically Deficient

This chapter explores how current approaches to English Language Learner Education frequently suffers from the erroneous assumption that students are somehow academically deficient, leading to institutional neglect and relegation of English Language Learner issues to the peripheries of US universities. By examining and discussing existing approaches, this chapter highlights specific shortcomings and offers more effective solutions to better reflect and understand English Language Learners. The goal is to provide a more effective English Language Learner education.

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

2019 ◽  
Vol 2 (4) ◽  
pp. 141-155
Author(s):  
Gideon D Schleeter ◽  
John R Slate ◽  
George W Moore ◽  
Frederick C Lunenburg
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Reading Performance ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Grade 3 ◽  
Mandated Assessments

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years.  Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

scholarly journals English Language Learner education finance scholarship: An introduction to the special issue

2017 ◽  
Vol 25 ◽  
pp. 14 ◽  
Author(s):  
Oscar Jiménez-Castellanos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School Finance ◽  
English Language Learner ◽  
English Language ◽  
Education Finance ◽  
Language Learner ◽  
Special Issue ◽  
Analytical Argument ◽  
Relevant Education

In this article, I introduce the special issue on education finance and English Language Learners, with the purpose to disseminate timely and relevant education finance scholarship with a particular focus on English Language Learners (ELLs).Here, I provide an analytical argument for why this topic is of great importance for our educational system and policy, yet it remains especially understudied. Next, I provide a brief overview of the previous ELL school finance literature. Then I outline the four scholarly papers included within this special issue, noting each paper’s contributions to our knowledge base and implications for policy. I conclude by pointing to further scholarship based on articles in this special issue.

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

2019 ◽  
pp. 549-563
Author(s):  
Robert Pritchard ◽  
Susan O'Hara ◽  
Jeff Zwiers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
New Technologies ◽  
Academic Language ◽  
Mathematical Practice ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Grade Levels ◽  
Definition Of

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

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