Ensuring Social Justice for English Language Learners

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

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FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

Journal of English Education ◽

10.31327/jee.v4i1.898 ◽

2019 ◽

Vol 4 (1) ◽

pp. 24-37

Author(s):

Remart Padua Dumlao ◽

Trixia Mengorio

Keyword(s):

English Language Learners ◽

Language Learners ◽

Personal Development ◽

Cultural Awareness ◽

English Language ◽

Linguistic Diversity ◽

Language Teachers ◽

Future Research ◽

English Speaking ◽

Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

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Promising Instructional Practices for English Language Learners

Journal of Information Technology Education Innovations in Practice ◽

10.28945/3937 ◽

2018 ◽

Vol 17 ◽

pp. 001-021

Author(s):

Johanna Prince

Keyword(s):

Professional Development ◽

English Language Learners ◽

Instructional Practices ◽

Language Learners ◽

English Language ◽

Pedagogical Practices ◽

Future Research ◽

Ell Students ◽

One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

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Culturally Based Bullying, Social Justice, and English Language Learners

PsycEXTRA Dataset ◽

10.1037/e619832013-001 ◽

2013 ◽

Author(s):

Elizabeth M. Vera ◽

Megan Polanin

Keyword(s):

Social Justice ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Culturally Based

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Group Counseling for English Language Learners to Promote Academic Navigational Capital

Professional School Counseling ◽

10.1177/2156759x20979566 ◽

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.

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Academic Effects of Peer-Mediated Interventions With English Language Learners

Review of Educational Research ◽

10.3102/0034654316653663 ◽

2016 ◽

Vol 87 (1) ◽

pp. 103-133 ◽

Cited By ~ 8

Author(s):

Daniel Pyle ◽

Nicole Pyle ◽

Benjamin Lignugaris/Kraft ◽

Lillian Duran ◽

Jessica Akers

Keyword(s):

English Language Learners ◽

Language Learners ◽

Phonemic Awareness ◽

English Language ◽

Future Research ◽

Heterogeneous Grouping ◽

Study Quality ◽

Core Content ◽

Study Characteristics ◽

Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

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English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

TESL Canada Journal ◽

10.18806/tesl.v29i0.1121 ◽

2012 ◽

Vol 29 ◽

pp. 25 ◽

Cited By ~ 8

Author(s):

Jim Cummins ◽

Rania Mirza ◽

Saskia Stille

Keyword(s):

English Language Learners ◽

Academic Success ◽

Language Learners ◽

English Language ◽

School Administrators ◽

Academic Learning ◽

Esl Teachers ◽

Ell Students ◽

Literacy Engagement ◽

Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

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Inspiring Teacher Candidates to Embrace Cultural Diversity

Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-9232-7.ch008 ◽

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.

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Inspiring Teacher Candidates to Embrace Cultural Diversity

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch047 ◽

2021 ◽

pp. 879-898

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.

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Preparing Pre-Service Teachers' Expectations and Resilience

Community Engagement Program Implementation and Teacher Preparation for 21st Century Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-0871-7.ch002 ◽

2017 ◽

pp. 24-47

Author(s):

Christine Rosalia

Keyword(s):

English Language Learners ◽

Service Learning ◽

Language Learners ◽

Low Income ◽

Teacher Candidates ◽

Culturally Responsive ◽

English Language ◽

Graduate Program ◽

Responsive Teaching ◽

Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

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