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.

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.

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 What to Choose Amongst Dictionaries for the Linguistics Student: A Review of The American Heritage College Dictionary and the Cambridge Advanced Learner’s Dictionary

2020 ◽  
Author(s):  
Albatool Mohammed Abalkheel
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Undergraduate Student ◽  
English Language ◽  
Native Language ◽  
Detailed Knowledge ◽  
Undergraduate Level ◽  
Semantics And Pragmatics ◽  
American Heritage ◽  
Key Aspects

This article compares and contrasts two dictionaries: The American Heritage College Dictionary and the Cambridge Advanced Learner’s Dictionary. This review is written to provide English language learners – and others – who are taking undergraduate-level courses in linguistics, with in-depth advice on how to best support and augment their previously assigned textbooks. Specifically, the author seeks to make a case for how these two dictionaries are the most constructive for students taking courses that focus on semantics and pragmatics. Both of these texts contain extensive and detailed knowledge for students majoring in English. The reviewer examines key aspects of the two volumes in this comparison, including: front and back matter, range of contents and illustrations, and the organization of the entries. Other areas that are explored are how each dictionary deals with connotational meaning, collocational information, expressions related to the headword, and controversial usage issues. The findings of this author reveal that both texts are valuable additions to the library of any undergraduate student studying linguistics and the English language. Each volume has its strong points, making both dictionaries beneficial and essential to students of English. However, these particular texts are strongly recommended for the student for whom English is not the native language.

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.

Elementary English Language Learners

2018 ◽  
pp. 76-90
Author(s):  
Khanh Nguyen Bui ◽  
Isabel L. Balsamo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
The United States ◽  
Pedagogical Practices ◽  
Multilingual Students ◽  
The U.S ◽  
Common Misconceptions ◽  
Elementary English

During the last decade, the United States has witnessed an influx of multicultural and multilingual students, especially the dramatically increasing number of students at elementary level, which accounts for 85% of native born (). However, most of teachers still lack professional developments in teaching those increasing population. Therefore, the purpose of this chapter is to synthesize different studies to address the most common misconceptions on how elementary English language learners learn English as a second language and teachers' pedagogical practices. This chapter ends with some recommendations, solutions, and future directions for researchers to advance teachers' pedagogical practices, so they can best serve this increasing population in the U.S. school system.

scholarly journals English Language Anxiety and Its Effect on Students’ Mathematics Achievement

2019 ◽  
Vol 12 (12) ◽  
pp. 130 ◽  
Author(s):  
Yazan Alghazo ◽  
Hasan Al-Wadi
Keyword(s):  
English Language Learners ◽  
Mathematics Achievement ◽  
Language Learners ◽  
English Language ◽  
Language Anxiety ◽  
Esl Students ◽  
Program Type ◽  
Mathematical Vocabulary ◽  
And Mathematics ◽  
The Relationship

Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson’s correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a mean of (2.15) and a standard deviation of (0.73). The results indicated no statistical difference in means of English language anxiety that can be attributed to the program type or graduation year (α≤ 0.05). The study concluded that English language anxiety was neutral as majority of students become nervous, when the teacher asks them unexpected questions.

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