scholarly journals The Impact of Loss and Alienation in English Language Learners

2021 ◽  
Vol 120 ◽  
pp. 42-49
Author(s):  
Miguel Abrantes Antunes
Keyword(s):  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Critical Consciousness ◽  
Immigrant Students ◽  
Thinking Skills ◽  
Educational Institutions ◽  
Emotional Impact ◽  
The Impact

Educational institutions have the capacity to support immigrant students and English Language Learners through their emotional struggles with racial melancholia, dissociation, and cultural assimilation by utilizing validating curricula that promotes critical consciousness. Unfortunately, many secondary educational institutions routinely neglect the persistent emotional impact of racial melancholia and dissociation while instituting oppressive Eurocentric curriculum teeming with white privilege that undermines cultural diversity. A primary reason why so much modern humanities curricula is devoid of diversity and humanity is because it is subordinate to standardized testing leading to rote, ineffectual academic experiences negating the development of critical thinking skills and critical consciousness for immigrant students and English Language Learners. 

scholarly journals Peddling Pedagogies: The Winners and Losers of a Standardized Testing Economy

2014 ◽  
Vol 100 ◽  
pp. 153-155
Author(s):  
Lucy Arnold Steele
Keyword(s):  
Public Policy ◽  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Urban Students ◽  
Ethnographic Research ◽  
Teacher Roles ◽  
High Stakes ◽  
The Impact

This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.

What English Language Learners Have to Say about NCLB Testing

2015 ◽  
Vol 117 (13) ◽  
pp. 19-38
Author(s):  
Mary Yee
Keyword(s):  
English Language Learners ◽  
No Child Left Behind ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Phenomenological Study ◽  
Immigrant Students ◽  
Emotional Reactions ◽  
Negative Experience ◽  
Ell Students

This study is a phenomenological study that examines the No Child Left Behind testing experience of middle school English language learners (ELLs) through their journal writing. Thirteen students in a seventh/ eighth-grade self-contained Chinese bilingual classroom wrote journal entries in response to a prompt asking their opinion of standardized testing; students responded in either Chinese or English. The author found that students had many incisive critiques of testing and test preparation, articulated reasons for not performing well, expressed their psychological or emotional reactions, and offered recommendations for improving the experience. Some students used their knowledge of the Chinese educational system to compare and contrast their testing experiences. The students’ overall negative experience was due to overtesting, the ineffectiveness of remedial computer programs, “luck” as an unpredictable factor in multiple-choice tests, or their status as second language learners. Reactions of anxiety and fear of doing poorly also mattered. The author relates the concept of “student voice” to counter-narratives, identity construction, and resistance to dominant discourses about immigrant ELL students. She discusses how these “student voices” disrupt essentialized views of ELLs and recent immigrant students and urges educators to make the voices of immigrant and ELL students more prominent in classrooms.

scholarly journals The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ishraga Bashir Mohammed Elhassan ◽  
Mohammed Idris Adam
Keyword(s):  
English Language Learners ◽  
Critical Thinking ◽  
Data Analysis ◽  
Language Learners ◽  
English Language ◽  
Thinking Skills ◽  
Significant Issue ◽  
Dialogic Teaching ◽  
The Impact ◽  
Speaking Skills

This paper aims to investigate the influence of dialogic teaching on the development of the learners' speaking skills and critical thinking. It is questioning why Sudanese tertiary students are unable to express themselves efficiently and comfortably. This seems crucial and imperative for a college student and it shouldn’t shape any obstacle as a prerequisite for future development. Accordingly, this paper poses a significant issue that every learner of English needs to ponder. To collect data for the study, three tools has been used; a questionnaire, an interview and an observational checklist. The questionnaire was distributed throughout the students of second, third and fourth year university students who had been selected from different Sudanese universities. The collected data is analyzed quantitatively and qualitatively. Data analysis has shown that dialogic teaching enables students to develop the skills of argumentation, questioning and debate which contribute to the development of their critical thinking and speaking skills. Generally, the findings indicate that authentic dialogic teaching components are effective if students are given enough time to practice its skills. Hence recommendations for exposing learners to a variety of medium of speaking like dialogues, debate, argumentation and questioning are made to facilitate teachers to be more well-informed with dialogic teaching approach.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

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.

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