Increasing Academic Achievement and College-Going Rates for Latina/o English Language Learners: A Survey of School Counselor Interventions

2012 ◽  
Author(s):  
Amy Cook ◽  
Rachelle Pérusse ◽  
Eliana D. Rojas
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
College Going

scholarly journals PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK

2019 ◽  
Vol 20 (2) ◽  
pp. 105-115
Author(s):  
Suprihadi Suprihadi ◽  
Muh. Syafei
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Reading Strategy ◽  
Training And Education ◽  
The Relationship

The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.

English Language Learners and School Belonging: Implications for School Counselor Practice

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Qi Shi ◽  
Jennifer Watkinson
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
School Personnel ◽  
School Belonging ◽  
Evidence Based ◽  
Student Needs ◽  
Ell Students

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

The Effects of the Initial English Language Learner Classification on Students’ Later Academic Outcomes

2017 ◽  
Vol 40 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Nami Shin
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regression Discontinuity ◽  
Language Learner ◽  
Elementary Grades ◽  
Regression Discontinuity Design ◽  
State Laws ◽  
Positive Effects

Despite federal and state laws and regulations that require states and local districts to provide English language learners (ELLs) with support services, prior research has indicated that ELLs are, in general, lagging behind non-ELLs in academic achievement. An unanswered question is whether the initial designation of students as ELL influences their later academic achievement and how. Using a regression discontinuity design, this study compares the outcomes for students near the cutoff for being initially classified as ELL and initially fluent English proficient (IFEP) students. Among students near the cutoff, the classification had significant positive effects on ELLs’ academic achievement in elementary grades and, to some extent, in the later grades.

Sign in / Sign up

Export Citation Format

Share Document