Research Commentary: A Gap-Gazing Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

2008 ◽  
Vol 39 (4) ◽  
pp. 357-364
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
English Language Learners ◽  
Mathematics Education ◽  
Achievement Gap ◽  
Working Class ◽  
First Nations ◽  
Language Learners ◽  
Students Of Color ◽  
English Language ◽  
Working Class Students ◽  
Definition Of

A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.

Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Marie Byrd
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Achievement Gap ◽  
Language Learners ◽  
Students Of Color ◽  
English Language ◽  
Ethnically Diverse ◽  
High Poverty ◽  
Academic Achievement Gap ◽  
Low Socioeconomic

AbstractClosing the U.S. academic achievement gap is as complex as it is comprehensive due to the disproportion of instructional opportunities available to underserved student populations. Underserved student populations are defined as  minority and/or students of color from low-socioeconomic families and communities, English language learners and recent immigrants (Wolniak, Flores, & Kemple, 2016). Raising the academic achievement of culturally, racially and ethnically diverse students from high poverty and/or high-risk communities will require more than national and/or state policies and mandates. It necessitates a transformative view of the teacher as a change agent with the ability to alter the culture, climate and level of student achievement in a classroom. This capacity-based method extends beyond what is readily identifiable by acknowledging the variances in approaches to teaching all students through research-based best practices to capitalize on differences. The approach presented allows for the focus on student variation in an inclusive setting to enhance academic achievement.

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

2019 ◽  
pp. 549-563
Author(s):  
Robert Pritchard ◽  
Susan O'Hara ◽  
Jeff Zwiers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
New Technologies ◽  
Academic Language ◽  
Mathematical Practice ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Grade Levels ◽  
Definition Of

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

Interactive Multimedia and Listening

2018 ◽  
pp. 752-773
Author(s):  
Yen (Ingrid) Vo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Interactive Multimedia ◽  
Active Listening ◽  
Listening Skills ◽  
Listening Environments ◽  
The Difference ◽  
Definition Of ◽  
Listening Process

The topic of this chapter is concerned with the use of interactive multimedia in teaching listening skills to English language learners. The chapter starts with the difference between listening and hearing, the definition of interactive multimedia, and interactive multimedia listening environments. Explanation is then given to why listening is so important. The chapter also addresses main types of listening, active listening process, and obstacles to listening. This chapter additionally shows the benefits of and rationales for listening using interactive multimedia resources in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. The chapter concludes by suggesting some Internet sources and materials for listening practice as a part of learning English as a foreign or second language.

Interactive Multimedia and Listening

2015 ◽  
pp. 225-244
Author(s):  
Yen (Ingrid) Vo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Interactive Multimedia ◽  
Active Listening ◽  
Listening Skills ◽  
Listening Environments ◽  
The Difference ◽  
Definition Of ◽  
Listening Process

The topic of this chapter is concerned with the use of interactive multimedia in teaching listening skills to English language learners. The chapter starts with the difference between listening and hearing, the definition of interactive multimedia, and interactive multimedia listening environments. Explanation is then given to why listening is so important. The chapter also addresses main types of listening, active listening process, and obstacles to listening. This chapter additionally shows the benefits of and rationales for listening using interactive multimedia resources in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. The chapter concludes by suggesting some Internet sources and materials for listening practice as a part of learning English as a foreign or second language.

Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners

1994 ◽  
Vol 64 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Mark Lacelle-Peterson ◽  
Charlene Rivera
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Educational Goals ◽  
Policy And Practice ◽  
Assessment Policies ◽  
Definition Of ◽  
English Students

Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

scholarly journals Breaking the English Routine: An Argument for Polylingual Discourse in U.S. Higher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 5-25
Author(s):  
Z.W. Taylor
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Students Of Color ◽  
English Language ◽  
Institutional Support ◽  
Communication Policy ◽  
Linguistic Capital ◽  
Policy And Practice ◽  
Language Knowledge

Extant research has suggested United States (U.S.) higher education is more accessible and equitable toward Whites than toward English-language learners, international students, and students of color (Bernal, 2002; Lee & Rice, 2007; Lippi-Green, 2012; Yeh & Inose, 2003). In this argumentative essay, I insist these issues of access and equity are partially owed to the Anglocentric, highly routinized, and luddite nature of U.S. higher education communication, policy, and practice. Moreover, I forward the notion that predominantly English institutions (PEIs) should explore performing non-routine, highly technological work in order to value the linguistic capital (Yosso, 2005) brought to the institution by students with diverse language knowledge in order to truly serve students from minoritized language populations. Implications for linguistic equity and the practicality of polylingual institutional support is addressed.

The Self-Determined English Language Learner

2017 ◽  
pp. 148-159
Author(s):  
Lori Suzanne Hepburn ◽  
Kathryn Jones
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
The Self ◽  
Self Determination ◽  
Working Definition ◽  
Definition Of

English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.

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