“Respectful” Home-School Relationships

2021 ◽  
pp. 265-284
Author(s):  
Howard L. Smith ◽  
Kalpana Mukunda Iyengar
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
Cultural Practices ◽  
School Personnel ◽  
Phenomenological Approach ◽  
People Of Color ◽  
School Communities ◽  
Parental Interviews

This study uses a phenomenological approach to analyze interviews of minoritized parents about their perceptions of “respectful” and “disrespectful” experiences with school personnel. Holistic content analysis of the parental interviews revealed several themes that indicated a pervasive “deficit discourse” within public school communities serving minoritized youth. This list includes the heritage language or cultural practices of English language learners (ELLs), immigrants, and people of color. As parents recounted their experiences with school personnel, it appeared that—even when queried about their personal associations with the school—many parents calibrated their relationship based on their perception of the treatment their children were receiving from school personnel. Findings suggest that culturally affirming learning environments are not necessarily universal and that many educators lack the disposition or training to provide culturally efficacious pedagogy.

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.

English Language Learners and School Belonging: Implications for School Counselor Practice

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Qi Shi ◽  
Jennifer Watkinson
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
School Personnel ◽  
School Belonging ◽  
Evidence Based ◽  
Student Needs ◽  
Ell Students

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

Misconceptions About ELLs

2021 ◽  
pp. 698-716
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

scholarly journals Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language

in education ◽  
2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Zihan Shi
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Lived Experience ◽  
Doctoral Students ◽  
Language Learners ◽  
English Language ◽  
Phenomenological Approach ◽  
Cultural Challenges ◽  
Conducting Research ◽  
Learning English

This paper is intended for doctoral students and other researchers considering using phenomenology as a methodology to investigate the experiences of children learning English as a second language in an elementary classroom setting.  I identify six dilemmas or puzzling challenges likely to arise if researchers adopt a phenomenological approach to conducting research.  The six dilemmas fall under two categories: fundamental and situational. Fundamental dilemmas include descriptive versus interpretive; objective versus subjective; and participant voice versus researcher voice.  The former focus is on a fundamental understanding of phenomenology as a research method while the latter include language and cultural challenges and limitations of the researchers.  Situational dilemmas arise from the challenges an investigator may encounter in using an in-depth interview as a research tool with children from different cultural and language backgrounds.  I present these dilemmas so that researchers can understand more readily the challenges they may face in exploring the lived experience of these children.Keywords: phenomenology; English Language Learners; lived experience

scholarly journals It Starts with Us: Including Refugees in Rural Schools and Communities

2019 ◽  
Vol 40 (2) ◽  
pp. 33-42 ◽  
Author(s):  
Alice M. Wille ◽  
Miranda K. Maher ◽  
Sibyl R. Cornell ◽  
Angelica Coumanova Kim ◽  
Brad Reimers ◽  
...  
Keyword(s):  
English Language Learners ◽  
Qualitative Analysis ◽  
Language Learners ◽  
Rural Schools ◽  
English Language ◽  
Service Providers ◽  
School Personnel ◽  
Refugee Youth ◽  
Special Service ◽  
Communication Differences

Rural school personnel across three districts and states were interviewed to learn their experiences working with refugee youth and their families. These eleven individuals held different roles including administrators, special service providers, and teachers of English language learners (ELL). Through qualitative analysis, the broad themes of communication, differences, resources, curriculum, collaboration, and family-school relationships were identified. Data were used to develop recommendations for promoting the inclusion of newcomer youth in rural schools.

Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection

2011 ◽  
Vol 12 (4) ◽  
pp. 128-138 ◽  
Author(s):  
Gordon W. Blood ◽  
Laura A. Robins ◽  
Ingrid M. Blood ◽  
Michael P. Boyle ◽  
Erinn H. Finke
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Critical Role ◽  
School Personnel ◽  
Further Education ◽  
Cyber Bullying ◽  
Speech Language Pathologists ◽  
School Based ◽  
Relational Bullying

Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bully” when dealing with relational bullying. This study extends the literature on perceptions of school personnel, specifically SLPs, and their role in preventing student victimization. Many SLPs are likely to assist clients in dealing with physical, verbal, and cyber bullying, but may need further education regarding the seriousness of, and need for intervention in, relational bullying.

scholarly journals Bilingual education/Bilingualism

2005 ◽  
Vol 38 (1) ◽  
pp. 41-42
Keyword(s):  
New York ◽  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Heritage Language ◽  
English Language ◽  
English Word ◽  
Research Journal ◽  
Cognitive Perspectives ◽  
Stress Patterns

05–91Bickes, Hans (U of Hannover, Germany). Bilingualismus, Mehrsprachigkeit und mentales Lexikon - evolutionsbiologische, soziokulturelle und kognitionswissenschaftliche Perspektiven [Bilingualism, multilingualism and mental lexicon - ontogenetic, socio-cultural and cognitive perspectives]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 27–50.05–92Guion, Susan G., Harada, Tetsuo & Clark J. J. (U of Oregon, USA; [email protected]). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.05–93Koyama, Jill R (Columbia U, USA). Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 401–424.05–94Shibita, Setsu (California State U, USA). The effects of Japanese heritage language maintenance on scholastic verbal and academic achievement in English. Foreign Language Annals (New York, USA) 37.2 (2004), 224–231.05–95Vance, Christine W. (U of North Carolina, USA). Preparing a prosperous future: promoting culture and business through bilingual education. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 463–484.

scholarly journals Family Engagement in Schools: Parent, Educator, and Community Perspectives

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097302
Author(s):  
Noel E. Kelty ◽  
Tomoko Wakabayashi
Keyword(s):  
English Language Learners ◽  
Focus Groups ◽  
Language Learners ◽  
Parent Education ◽  
English Language ◽  
Family Engagement ◽  
State Level ◽  
High Poverty ◽  
School Communities ◽  
Parent Educator

How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to special education, fatherhood, and English language learners.

Misconceptions About ELLs

2018 ◽  
pp. 1-19
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

An Intersectional Content Analysis of Inclusive Language and Imagery Among Sex Trafficking-Related Services

2020 ◽  
Vol 35 (3) ◽  
pp. 400-417
Author(s):  
Lara B. Gerassi ◽  
Stephanie Skinkis
Keyword(s):  
English Language Learners ◽  
Content Analysis ◽  
Language Learners ◽  
Sex Trafficking ◽  
English Language ◽  
People Of Color ◽  
Regional Organizations ◽  
Related Services ◽  
Inclusive Language ◽  
Racial Ethnic

The extent to which services are available for and inclusive of diverse survivors of sex trafficking remains understudied. This content analysis in a U.S. Midwestern region designated as a hub explores the availability of sex trafficking-specific organizations and perceived inclusivity of organizations regarding diverse identities (including Lesbian, Gay, Bisexual, Trans, or Queer [LGBTQ]+ and racial/ethnic groups). 186 regional organizations were analyzed, of which only 7 were trafficking specific. Of nontrafficking organizations (n = 179), less than 12% (n = 21) stated that they provided services to individuals who identify as LGBTQ+, 6% (n = 10) included LGBTQ+ symbols/language, 36% (n = 65) featured perceived People of Color (POC). Lack of inclusive language, photos, and symbols may contribute to trafficking survivors who identify as POC, English language learners, or as LGBTQ+ feeling as though services do not apply to them. Implications are discussed.

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