scholarly journals The Far Reaching Impact of Transformative Curriculum

2019 ◽  
Vol 1 (1) ◽  
pp. 17-32
Author(s):  
Benedict L Adams
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
School Setting ◽  
The United States ◽  
Theory And Practice ◽  
Future Research ◽  
Academic Excellence ◽  
High School Setting ◽  
Transformative Curriculum

Throughout the curriculum history in the United States, attempts to improve the educational outcomes have been challenging. Nonetheless, dealing with systems of curricular which have never delivered the highest quality of education to diverse body of students, let alone immigrants and English Language Learners (ELLs) has been even more problematic. Consequently, scholars and educators have increasingly been faced with dilemma of implementing robust transformative curriculum in schools for these particular students. This case study is based on narrative critical ethnography. The researcher collected data of seven students from five non-English speaking nations (immigrants) and ELLs within the high school setting for a year. Through observations, interviews, and focus groups, the findings suggest that the curriculum transformed them to believe more in their dignity and worth, achieve academic excellence, and the commitment to advocacy. The study concludes with the analysis of the transformative curriculum as the renaissance of the curriculum theory and practice and made recommendations for future research.

Gifted English Language Learners

2016 ◽  
Vol 39 (4) ◽  
pp. 338-360 ◽  
Author(s):  
Aranzazu M. Blackburn ◽  
Linley Cornish ◽  
Susen Smith
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
Current Literature ◽  
English Language ◽  
The United States ◽  
Future Research ◽  
Gifted Programs ◽  
Spanish Speaking

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

scholarly journals Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study

2021 ◽  
Author(s):  
Uma Ganesan
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Science Teachers ◽  
English Language ◽  
Phenomenological Study ◽  
The United States ◽  
Future Research ◽  
Public High School ◽  
Stem Fields ◽  
Teachers Experiences

English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study is to explore and describe the extrinsic and intrinsic aspects, support systems, and challenges that science teachers of ELLs experience at a public high school in a large Midwestern city in the United States. Data collection methods include individual in-depth, semi-structured and focus group interviews to analyze and search for dominant themes. The anticipated findings and discussion describe dominant themes, i.e., the overall essence of the phenomenon of teaching science to ELLs. Insights into teachers’ experiences will help educators, educational leaders, policy makers, and researchers to better understand methods to improve ELLs’ science outcomes. Potential limitations, implications, and possible areas for future research that could pave ways for increasing participation of ELLs in STEM fields and related careers are addressed

Asian adolescents’ out-of-school encounters with English and Korean literacy

2005 ◽  
Vol 15 (1) ◽  
pp. 57-77 ◽  
Author(s):  
Youngjoo Yi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Academic Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Future Research ◽  
The Impact ◽  
Out Of School

The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as on the development of academic literacy skills. This article describes a study that examined the nature of three Asian adolescent ELLs’ out-of-school literacy practices and their implications for school-based literacy growth. These Asian adolescent ELLs engaged in various types of reading and forms of writing in both their native language (L1), Korean, and their L2, English, within both print and computer-based contexts. The findings suggest some often overlooked connections, direct or indirect, between in and out-of-school literacy. The article discusses the implications of these findings for pedagogy and future research.

scholarly journals ENGLISH LANGUAGE LEARNERS IN INTRODUCTORY STATISTICS: LESSONS LEARNED FROM AN EXPLORATORY CASE STUDY OF TWO PRE-SERVICE TEACHERS

2009 ◽  
Vol 8 (2) ◽  
pp. 5-32
Author(s):  
LAWRENCE M. LESSER ◽  
MATTHEW S. WINSOR
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Statistics Education ◽  
Relevant Literature ◽  
The United States ◽  
Lessons Learned ◽  
Future Research ◽  
Research Journal

Despite the rapidly growing population of English language learners in U.S. colleges and schools, very little research has focused on understanding the challenges of English language learners specifically in statistics education. At a university near the United States-México border, the authors conducted an exploratory qualitative case study of issues of language in learning statistics for pre-service teachers whose first (and stronger) language is Spanish. The two strongest findings that emerged from cross-case analysis of the interviews were the importance of the role of context (the setting in which information is communicated) and the confusion among registers (subsets of language). This paper overviews and synthesizes relevant literature and offers resources and recommendations for teaching and future research. First published November 2009 at Statistics Education Research Journal: Archives

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

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
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

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
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.

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

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
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.

Academic Effects of Peer-Mediated Interventions With English Language Learners

2016 ◽  
Vol 87 (1) ◽  
pp. 103-133 ◽  
Author(s):  
Daniel Pyle ◽  
Nicole Pyle ◽  
Benjamin Lignugaris/Kraft ◽  
Lillian Duran ◽  
Jessica Akers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Future Research ◽  
Heterogeneous Grouping ◽  
Study Quality ◽  
Core Content ◽  
Study Characteristics ◽  
Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

Sign in / Sign up

Export Citation Format

Share Document