Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

Author(s):

Nermin Vehabovic ◽

Casey Medlock Paul

Keyword(s):

Second Language ◽

Identity Formation ◽

Language Learners ◽

English Language ◽

Critical Issue ◽

The United States ◽

Bilingual Students ◽

Policy And Practice ◽

Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Advances in Early Childhood and K-12 Education - Optimizing Elementary Education for English Language Learners ◽

Lost in Comprehension

10.4018/978-1-5225-3123-4.ch015 ◽

2018 ◽

pp. 270-288

Author(s):

Casey Medlock Paul ◽

Nermin Vehabovic

Keyword(s):

Language Learners ◽

English Language ◽

Critical Issue ◽

The United States ◽

Multimodal Learning ◽

Policy And Practice ◽

Mainstream Teachers ◽

Learning To Read ◽

Significant Achievement

The reading education of English language learners (ELLs) has been established as a critical issue in education policy and practice. Due to rapid growth of immigration to the United States, significantly increasing numbers of students in U.S. schools come from homes in which English is not the primary language. These students often face challenges in learning to read in school, and data has shown a significant achievement gap between ELLs and non-ELLs. This chapter discusses these difficulties, along with specific research-based strategies that mainstream teachers can utilize to assist ELLs in learning to read. Lastly, the authors explore multimodal learning as a potential support for ELLs learning in the classroom.

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

English Language Teaching ◽

10.5539/elt.v9n9p134 ◽

2016 ◽

Vol 9 (9) ◽

pp. 134

Author(s):

Charles Gibson

Keyword(s):

Second Language ◽

Language Learners ◽

English Language ◽

Vocabulary Development ◽

The United States ◽

Language Learner ◽

Achievement Gaps ◽

English As Second Language ◽

Language Students

<p>Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.</p>

Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners

Harvard Educational Review ◽

10.17763/haer.64.1.k3387733755817j7 ◽

1994 ◽

Vol 64 (1) ◽

pp. 55-76 ◽

Cited By ~ 79

Author(s):

Mark Lacelle-Peterson ◽

Charlene Rivera

Keyword(s):

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

Educational Goals ◽

Policy And Practice ◽

Assessment Policies ◽

Definition Of ◽

English Students

Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

Elementary physical educators’ positioning in teaching English language learners

European Physical Education Review ◽

10.1177/1356336x17715771 ◽

2017 ◽

Vol 25 (1) ◽

pp. 203-220 ◽

Cited By ~ 4

Author(s):

Takahiro Sato ◽

Jennifer Walton-Fisette ◽

Insook Kim

Keyword(s):

Public Schools ◽

Language Learners ◽

Social Inclusion ◽

English Language ◽

Case Study Research ◽

The United States ◽

Study Data ◽

Positioning Theory ◽

Language And Culture

Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education (PE) teachers’ experiences with teaching ELLs. Based on positioning theory, this study employed an interpretive case study research design. Six PE teachers volunteered to participate in the study. Data were collected from a survey questionnaire, face-to-face interviews and follow-up e-mails. Three major interrelated and complex themes emerged from the data analysis. These recurrent themes were (a) race and cultural-based stereotype, (b) social inclusion and communication challenges, and (c) PE teachers’ learning experiences. Although each of the PE teachers expressed the view that there were challenges in working with ELLs, they believed that they should implement effective pedagogical methods (inclusive pedagogy), address social justice and diversity issues of ELLs, and develop a positive learning atmosphere for all students.

Intensifying English Vocabulary Instruction for English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.4 ◽

2016 ◽

Vol 1 (16) ◽

pp. 4-14 ◽

Author(s):

Lisa Fitton ◽

Kristina Nichole Bustamante ◽

Mary Claire Wofford ◽

Dana Brown ◽

Clariebelle Gabas ◽

...

Keyword(s):

Language Learners ◽

English Language ◽

Vocabulary Instruction ◽

Morphological Awareness ◽

The United States ◽

Classroom Teachers ◽

Bilingual Students ◽

Language And Literacy ◽

Vocabulary Growth

English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

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).

Working With Interpreters to Support Students Who Are English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.15 ◽

2016 ◽

Vol 1 (16) ◽

pp. 15-27 ◽

Cited By ~ 3

Author(s):

Henriette W. Langdon ◽

Terry Irvine Saenz

Keyword(s):

United States ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

The Other ◽

Primary Language ◽

Second Best ◽

Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Common Assumptions vs. the Evidence: English Language Learners in the United States: a Reference Guide

PsycEXTRA Dataset ◽

10.1037/e537552012-001 ◽

2010 ◽

Author(s):

Libia Gil ◽

Sarah Bardack

Keyword(s):

United States ◽

Language Learners ◽

English Language ◽

The United States ◽

Reference Guide

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

Multicultural Learning and Teaching ◽

10.1515/mlt-2018-0007 ◽

2019 ◽

Vol 15 (1) ◽

Author(s):

Donita Shaw ◽

Elena Andrei

Keyword(s):

Language Learners ◽

English Language ◽

Teacher Educator ◽

The United States ◽

Methods Course ◽

Learning And Teaching ◽

Analysis Methodology ◽

Preparatory Program ◽

Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.