Diversity of and Differentiation for Gifted English Learners

2022 ◽  
pp. 135-149
Author(s):  
Eugenia Mora-Flores
Keyword(s):  
Language Development ◽  
English Learners ◽  
Strong Correlation ◽  
Learning Needs ◽  
English Learner ◽  
Teaching English ◽  
Language Needs ◽  
Personal Assets

This chapter presents a need to understand the diversity of the English learner population. Within this large multi-lingual group of students, there is a richness of diversity in languages, skills, histories, abilities, and experiences. Teaching for differences begins by learning about the students in the classroom. English learners collectively share language needs, but as individuals require attention to their own personal assets and abilities and ongoing learning needs. This chapter presents suggestions for teaching English learners through the lens of differentiation and extends to individualization and personalization. Strategies for supporting the unique needs within and across the multi-lingual learning population are presented. A focus on maximizing thinking shows a strong correlation to language development. Therefore, this chapter presents instruction for English learners as rigorous and challenging to promote thinking and language development.

Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners

2019 ◽  
pp. 269-293
Author(s):  
Martha I. Martinez ◽  
Anya Hurwitz ◽  
Jennifer Analla ◽  
Laurie Olsen ◽  
Joanna Meadvin
Keyword(s):  
Deep Learning ◽  
Language Development ◽  
English Learners ◽  
English Language ◽  
Academic Language ◽  
English Language Development ◽  
Teaching English ◽  
Meaningful Engagement ◽  
Comprehensive Reform ◽  
Grade 3

Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.

Adding Flesh to the Bones: Dignity Frames for English Learner Education

2021 ◽  
Vol 91 (4) ◽  
pp. 482-510
Author(s):  
LUIS E. POZA
Keyword(s):  
Language Development ◽  
English Learners ◽  
English Language ◽  
English Language Development ◽  
English Learner ◽  
Narrow Focus

In this essay, Luis E. Poza argues that educational dignity can help practices and reforms targeting students classified as English learners move beyond a narrow focus on programmatic and material factors related to English language development and instead toward more holistic consideration of these students and their schooling ecologies. In aligning the philosophical and legal operationalizations of dignity with landmark judicial victories for racially and linguistically minoritized students, he argues that dignity frameworks are relevant and actionable for more effectively imagining and designing education as an empowering, emancipatory endeavor.

scholarly journals Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

2016 ◽  
Vol 18 (1) ◽  
pp. 7 ◽  
Author(s):  
Dafney Blanca Dabach ◽  
Aliza Fones
Keyword(s):  
Social Studies ◽  
English Learners ◽  
Citizenship Education ◽  
Immigrant Students ◽  
Funds Of Knowledge ◽  
English Learner ◽  
Formal Schooling ◽  
Social Studies Teacher ◽  
Inclusive Society ◽  
Forms Of Knowledge

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as “English learners” and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth’s transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students’ transnational funds of knowledge in the classroom, focusing on a Pakistani student’s return visit to his country of origin. The teacher’s orientation toward students’ transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants’ transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society. </span></p></div></div></div></div>

scholarly journals STUDENTS' NEEDS IN ENGLISH TEACHING MATERIALS FOR KINDERGARTEN STUDENTS

2020 ◽  
Vol 3 (3) ◽  
pp. 173
Author(s):  
Iin Inawati ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Foreign Language ◽  
Personal Information ◽  
Kindergarten Students ◽  
Learning Preferences ◽  
Learning Needs ◽  
Learning Attitude ◽  
Attitude Learning ◽  
Language Needs ◽  
Homeroom Teachers ◽  
Descriptive Survey

The aim of this study was to investigate the students actual foreign language needs (Masuhara, 1998: 239-260) , namely : first,  personal needs which focus on their personal information and second, learning needs covers five points, to be exact: learning attitude, learning preferences regarding activities, teaching media and topics in the EFL classroom, the gap between the target level and the present level of proficiency. A descriptive survey research design was used in this study. A set of smiley questionnaire were collected from for 113 kindergarteners from six kindergartens in Pringsewu District, Lampung Province, Indonesia. Furthermore, interviews with six homeroom teachers and six principals were conducted to get deeper data. The results show that the students are members of various tribe, included in the low to middle socioe-conomic class, the number of students surveyed is more female than male (62 female and 51 male) aged 6-7 years old. They have positive attitude toward EFL class, and they prefered learning English using games to other activities . Animals, numbers and foods were the students favorite topics. Furthermore, from four kinds of oral competencies they were able to naming objects. 

Technology-Infused Balanced Literacy for Enhancing the Reading Skills of Early Grade Children

2018 ◽  
pp. 1-15
Author(s):  
Amar Ali Khan ◽  
Manzile Maqsood ◽  
Sajid Umair
Keyword(s):  
English Learners ◽  
English Language ◽  
Reading Skills ◽  
Balanced Literacy ◽  
Teaching Methodology ◽  
Teaching English ◽  
Conventional Teaching ◽  
Early Grade ◽  
Global Language ◽  
Different Cultures

English is considered as a universal and global language. It serves as a bridge between different cultures and countries. Owing to its great importance research studies are being carried out across the world in order to find out the best ways of teaching English Language at earlier stages of schooling. One such identified way is balanced literacy. This is a systematic approach towards teaching English not as a subject but as a language. This study was conducted to see the effect of technology infused balanced literacy approach on the learning skills and engagement level of English learners in context of Pakistani schools where English is taught as a second Language. An intervention of six weeks was carried out. During the study the conventional teaching methodology of English was also observed. The results of the study suggest the use of balanced literacy for improvement of reading skills.

scholarly journals The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401983595
Author(s):  
Qing Xie ◽  
Jie Chen
Keyword(s):  
Curriculum Reform ◽  
Curriculum Design ◽  
English Learners ◽  
Oral Communication ◽  
Business Administration ◽  
Master Of Business Administration ◽  
Learning Needs ◽  
Business English ◽  
English Curriculum ◽  
English Students

This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.

Moving Towards Translanguaging

2020 ◽  
pp. 208-232
Author(s):  
Mara R. Barbosa
Keyword(s):  
High School ◽  
Language Learning ◽  
English Learners ◽  
Academic Language ◽  
Language Skills ◽  
Learning Needs ◽  
Teaching Models ◽  
The University ◽  
Pedagogical Changes

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

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