Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

scholarly journals Identifying Gifted and Talented English Language Learners: A Case Study

2009 ◽  
Vol 32 (3) ◽  
pp. 368-393 ◽  
Author(s):  
Bryn Harris ◽  
Jonathan A. Plucker ◽  
Kelly E. Rapp ◽  
Rebecca S. Martínez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language

scholarly journals A PROFILE OF SUCCESSFUL ENGLISH LANGUAGE LEARNERS (NON-ENGLISH DEPARTMENT)

SOLID ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 32
Author(s):  
Lalu Isnaeni Rahman
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Research Problem ◽  
English Department ◽  
Language Learning Strategies ◽  
Case Study Method

        ABSTRACT                                                    This Journal was intended to find out what students’ learning strategies at the non-English Department at ASM MATARAM. The case study method was used to approach the research data of 15 students at secretary class. The researcher collected the data through observation, taking notes and interviewing in one semester. Then, the researcher selected, simplified and organized the raw data which refer to the research problem being investigated.The findings of the research found that, ten of the students said that they started to learn English through experiences. To their case, they learn English by making chance to find opportunity with foreigners. And also, they always listen and repeat difficult words every single day. They listen to the songs that they do like. To them, repeating words loud is an effective way to get the good pronunciation. They also have got course to add their knowledge and make an English community to make them remember the words that they have through speaking activities.Keywords: Language Learning Strategies, Successful Learner 

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.

Differentiation 2.0

2016 ◽  
pp. 798-816
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Differentiation 2.0

2015 ◽  
pp. 287-310
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Integrating Online Tools to Motivate Young English Language Learners to Practice English Outside the Classroom

2012 ◽  
pp. 184-192 ◽  
Author(s):  
Shelly Sanchez Terrell
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Older Learners ◽  
Young Learners ◽  
Online Tools ◽  
Study Results ◽  
Web Space ◽  
Listening And Speaking

Recent research shows that online tools such as: games, wikis, speaking avatars, and interactive stories can be a positive force for English Language Learners (ELLs). It also shows that when ELLs have access to online tools, they are motivated to practice English outside the classroom (Aydin, 2007; Colombo & Colombo, 2007; Son, 2007). Most of this research is undertaken with older learners. This case study attempts to determine if young learners are motivated to practice English outside the classroom if provided with access to various online tools managed via a wiki. A wiki is a free educational web space, which allows a number of people to work together collaboratively on documents with embedded elements and linking. The teacher interviewed parents and kept observational notes. The study results suggest that the online tools improve the listening and speaking skills of young learners.

Overidentification of English Language Learners for Special Education

2020 ◽  
pp. 191-215
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

scholarly journals Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

2020 ◽  
Vol 69 (1) ◽  
pp. 154-173
Author(s):  
Emily K. Suh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Adult Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Language Class ◽  
Speakers Of Other Languages ◽  
Literacy Class ◽  
Classroom Literacy

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

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