scholarly journals After exit: Academic achievement patterns of former English language learners.

2004 ◽  
Vol 12 ◽  
pp. 50 ◽  
Author(s):  
Ester J. De Jong
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Second Language ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Important Variable ◽  
Program Participation ◽  
Ell Students ◽  
8Th Grade

With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL) program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL) program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.

Web 2.0 as Potential E-Learning Tools for K-12 English Language Learners

2011 ◽  
pp. 222-240
Author(s):  
Lucy Green ◽  
Fethi Inan
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Academic Success ◽  
Web 2.0 ◽  
Language Learners ◽  
English Language ◽  
Learning Tools ◽  
Ell Students ◽  
Instructional Needs ◽  
Technology Tool

Federal legislation demands academic success of all students as well as instructional modifications for special needs students. Even so, school districts struggle with funding educational programs and products that would greatly benefit students grappling with language and content acquisition. Free and open source Web 2.0 tools present exciting opportunities for the creation of educational material that reflects best teaching practices for English Language Learners. The chapter conducts an analysis of second language acquisition research that identifies the most common components of effective second language teaching practice. With these determined, the attention is focused on the characteristics of Web 2.0 technologies that might be used to promote educational activities and opportunities that embody these effective SLA pedagogical practices while meeting the unique instructional needs of ELL students. Although the chapter focuses on ELL students, many of the instructional methods and technology tool characteristics will benefit other students in all content areas.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

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.

Can Online Education Be the Answer?

2017 ◽  
pp. 182-209
Author(s):  
Nilufer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Online Education ◽  
Language Learners ◽  
English Language ◽  
Online Discussions ◽  
Online Classes ◽  
Mainstream Teachers ◽  
Ell Students ◽  
Online Communities Of Practice

The number of English Language Learners (ELLs) is increasing rapidly in American schools, and mostly, they are enrolled in mainstream classes. This means that mainstream teachers have an important role in the academic success of these students. However, research on mainstream teachers and ELL students suggests that mainstream teachers may have negative perceptions of ELLs, and they may use the wrong approach to teaching these students, owing to their lack of knowledge in ELL education. This study aims to demonstrate how online classes on ELL education, and developing online communities of practice, might change mainstream teachers' methods of instruction of ELLs. The results showed that mainstream teachers significantly changed their perceptions and instructional strategies for teaching ELLs as a result of taking online classes, and particularly, online discussions had an important role in this change of perception. Some implications for developing online ELL education courses for pre-service and in-service teachers are also provided.

Teaching Reading to Culturally and Linguistically Diverse Elementary Students

2018 ◽  
pp. 196-214
Author(s):  
Nilufer Guler ◽  
Wendy Johnson Donnell
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Drop Out ◽  
Culturally And Linguistically Diverse ◽  
Ell Students ◽  
Drop Out Rate ◽  
Reading And Math

The number of English language learners is increasing rapidly in U.S schools. The academic success of these students is a national concern since ELLs lag behind their peers in reading and math, and they have high drop-out rate. Reading is one of the hardest topics for ELL students. This chapter analyzes some common reasons why ELLs lag behind their peers in reading classes, provides some solutions to overcome these challenges, and provides some implications to teach ELLs better for elementary teachers.

Teaching Mathematics to Elementary ELL Students

2018 ◽  
pp. 141-157
Author(s):  
Ozgul Kartal ◽  
Nilufer Guler ◽  
Dincer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Teaching Mathematics ◽  
Mainstream Teachers ◽  
Ell Students ◽  
School Time ◽  
School Day

The number of English language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes. They are pulled out a few hours in a school day for ELL services. Therefore, it is crucial to educate mainstream teachers in how to teach ELL students. Mathematics is one of the hardest topics for ELLs. This chapter aims to uncover some of the challenges that elementary ELLs have in math classes and provide some implications on how to better teach math to ELL students.

scholarly journals Teaching young English language learners in East Asian cultural contexts: Application of current English as a Second Language (ESL) best practices for academic success

2021 ◽  
Author(s):  
Matthew Turner
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Outreach Programs ◽  
East Asian Students ◽  
Language Growth

This secondary research project examines the research and literature surrounding current English as a Second Language (ESL) practices for East Asian students. In particular, it examines the role that these practices have in affecting academic and linguistic aptitude of young learners. It also explores the role of outreach programs and acculturation in English language growth. An empiric study of culturally relevant outreach programs on East Asian learners is proposed to help determine the effect of such programs on meeting student and familial need. This study would help to fill a gap in the research and provide guidance for instructors looking to better serve Asian heritage learners.

scholarly journals Teaching young English language learners in East Asian cultural contexts: Application of current English as a Second Language (ESL) best practices for academic success

2021 ◽  
Author(s):  
Matthew Robert Turner
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Outreach Programs ◽  
East Asian Students ◽  
Language Growth

This secondary research project examines the research and literature surrounding current English as a Second Language (ESL) practices for East Asian students. In particular, it examines the role that these practices have in affecting academic and linguistic aptitude of young learners. It also explores the role of outreach programs and acculturation in English language growth. An empiric study of culturally relevant outreach programs on East Asian learners is proposed to help determine the effect of such programs on meeting student and familial need. This study would help to fill a gap in the research and provide guidance for instructors looking to better serve Asian heritage learners.

scholarly journals Physical Educators Teachers Perceptions when Teaching English Language Learners (ELL)

2022 ◽  
Vol 26 (284) ◽  
pp. 2-12
Author(s):  
Cristina Iannacchino ◽  
Amaury Samalot-Rivera
Keyword(s):  
New York ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Physical Educators ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Ell Students ◽  
Lack Of Knowledge

The purpose of this study was to explore how physical educators from the state of New York accommodate English Language Learners (ELL) in their Physical Education (PE) classes. Furthermore, to find out how many teachers have a background in foreign languages and the strategies they use to teach these students. A content-validated open-ended questionnaire was used to collect the data. A total of 53 PE teachers completed the questionnaire. Results from this study indicated that the majority (73%) do not know a second language other than English. They also expressed the need for teacher preparation programs to provide more information on effective strategies on how to teach ELL students. Data analysis uncovered two recurrent themes: (a) lack of knowledge on a second language, and (b) the lack of knowledge of effective teaching strategies. Professional development opportunities and clear guidelines on how to teach ELL students need to be provided to PE teachers.

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