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 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 Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 181-202
Author(s):  
Meiren Chen ◽  
Hyeyoung Bang
Keyword(s):  
Academic Success ◽  
Study Abroad ◽  
Undergraduate Students ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Proficiency Tests ◽  
Undergraduate Study ◽  
East Asian Students ◽  
The U.S

We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

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 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.

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.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

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.

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