Best Practices for Teaching Latino English Learners in U.S. Schools

2021 ◽  
pp. 401-421
Author(s):  
Josefina Villamil Tinajero ◽  
Judith Hope Munter ◽  
Blanca Araujo
Keyword(s):  
Best Practices ◽  
English Learners ◽  
Latino English Learners

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

The Academic and Social-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning

2011 ◽  
Vol 19 (3) ◽  
pp. 160-174 ◽  
Author(s):  
Sara M. Castro-Olivo ◽  
Jorge A. Preciado ◽  
Amanda K. Sanford ◽  
Valerie Perry
Keyword(s):  
English Learners ◽  
Instructional Planning ◽  
Emotional Needs ◽  
Social Emotional ◽  
Latino English Learners

scholarly journals A Study of Home Emergent Literacy Experiences of Young Latino English Learners

2016 ◽  
Vol 45 (5) ◽  
pp. 651-658 ◽  
Author(s):  
Guy Trainin ◽  
Stephanie Wessels ◽  
Ron Nelson ◽  
Patricia Vadasy
Keyword(s):  
Emergent Literacy ◽  
English Learners ◽  
Literacy Experiences ◽  
Latino English Learners

Beyond the label: Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners

2018 ◽  
pp. 1-16
Author(s):  
Melissa J. Cuba ◽  
Virginia R. Massaro ◽  
Carolyn Waters ◽  
Susan Watson ◽  
Anna M. Cody ◽  
...  
Keyword(s):  
English Learners ◽  
Multilevel Model ◽  
Educational Experiences ◽  
Latino English Learners

scholarly journals Increasing Usage of ESL Instructional Practices in a Rural County Elementary School

2018 ◽  
Vol 36 (3) ◽  
Author(s):  
John J. Hoover ◽  
Julia S. Sarris ◽  
Raymond Hill
Keyword(s):  
Elementary School ◽  
Best Practices ◽  
Instructional Practices ◽  
English Learners ◽  
Classroom Observations ◽  
Rural County ◽  
Self Assessment ◽  
Classroom Implementation ◽  
Study Setting ◽  
Use Of Research

The study setting is one elementary school located in a remote rural county school district in a mountain western state. Implementing a specific set of procedures, ESL Instructional Improvement Process, educators examined and increased use of research-based ESL instructional practices in the education of English learners (ELs). A key feature of the piloted process is educator self-assessment of instructional practices, resulting in the development of workshop sessions and action items, and completion of classroom observations. Researchers found that the process proved effective in increasing rural educators’ knowledge and application of ESL best practices. Self-assessment was highly effective in helping educators examine existing instructional practices, leading to relevant workshop sessions and classroom implementation of ESL action items. Numerous examples of the use of research-based ESL instructional practices as a result of this project are provided, along with suggestions for further research to improve the education of ELs in rural county schools.

Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference From Language Impairment in English Learners

2019 ◽  
Vol 42 (2) ◽  
pp. 93-99
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Academic Success ◽  
Best Practices ◽  
Language Proficiency ◽  
Language Impairment ◽  
English Learners ◽  
First Language ◽  
School Setting ◽  
Assessment Practices ◽  
Language Difference ◽  
American Schools

The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child’s school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student’s ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students.

Action Research and Practical Inquiry Teaching Gifted English Learners

2002 ◽  
Vol 26 (2) ◽  
pp. 132-147 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
General Population ◽  
Best Practices ◽  
Focus Groups ◽  
English Learners ◽  
Inquiry Teaching ◽  
Urban District ◽  
Gifted Learners ◽  
Practitioner Knowledge ◽  
High Level

Teachers of the gifted in a highly diverse urban district frequently request information on methods for working with English learners. To meet this need, 12 teachers of the gifted who serve English learners participated in focus groups designed to glean practitioner knowledge concerning effective approaches. Participating teachers characterized gifted English learners as enthusiastic, high-level thinkers who have difficulty expressing their ideas in English. They recommended strategies consistent with identified needs and with the literature on best practices for the general population of English learners. Their examples show deft synthesis of challenge appropriate for gifted learners and research-based strategies for English learners.

Sign in / Sign up

Export Citation Format

Share Document