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

scholarly journals FLIPPING BETWEEN LANGUAGES? AN EXPLORATORY ANALYSIS OF THE USAGE BY SPANISH-SPEAKING ENGLISH LANGUAGE LEARNER TERTIARY STUDENTS OF A BILINGUAL PROBABILITY APPLET

2016 ◽  
Vol 15 (2) ◽  
pp. 145-168
Author(s):  
LAWRENCE M. LESSER ◽  
AMY E. WAGLER ◽  
BERENICE SALAZAR
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Statistics Education ◽  
Qualitative Interviews ◽  
Language Learner ◽  
Future Research ◽  
Spanish Speaking ◽  
Research Journal ◽  
Long Run

English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners—especially Spanish-speaking ELLs—have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated how a purposeful sample of six (Spanish-speaking) ELLs experienced a bilingual coin-flipping simulation applet (NLVM, 2015) and how students might use such resource to confront content misconceptions and language misunderstandings related to probability concepts covered in college introductory statistics courses. We discuss findings, limitations, directions for future research, and implications for teaching, such as handling the phrases “in the long run” and “longest run”. First published November 2016 at Statistics Education Research Journal Archives

Overidentification of English Language Learners for Special Education

2020 ◽  
pp. 191-215
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

scholarly journals Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Heidi L. Hallman ◽  
Hannah R. Meineke
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Nationwide Survey ◽  
The United States ◽  
Core Content

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.  

Facilitating Linguistic and Academic Success for Newcomer English Language Learners

2019 ◽  
pp. 218-234
Author(s):  
Melinda Trice Cowart
Keyword(s):  
United States ◽  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Educational Achievement ◽  
The United States ◽  
Lessons Learned ◽  
Large Numbers ◽  
Republic Of The Congo

The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.

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 Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

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.

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.

High-stakes plumbing in the twenty-first century: Fixing the cracks in the academic pipeline for undocumented English Language Learners

2015 ◽  
Vol 8 (2) ◽  
pp. 48-71 ◽  
Author(s):  
Holly Hansen-Thomas ◽  
Ludovic A. Sourdot
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
First Century ◽  
High Stakes ◽  
Educational Crisis ◽  
Academic Pipeline

This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.

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