Teaching English Language Learners Research Articles

Strategies used in teaching English Language Learners: A Case of Adult Literacy Centres in Imenti-North sub-county, Kenya.

This study investigated the acquisition of English as a second language in adult post-literacy level learners in the adult literacy centres in Imenti-North Sub-County. The study utilised the descriptive research design. The target population comprised of all the adult learners at the post-literacy programme level and the adult English instructors in the centres. The post-literacy programme is a part of continuing education that provides opportunities for adults and out-of-school youths to retain, improve and apply basic educational skills for personal, community and national development. The study found out that further 55 per cent indicated that they used scaffolding techniques. Some scaffolding techniques include giving mini-lessons where new concepts are broken down into bite-sized pieces that build on one another. The study concluded that the most frequently used strategies are demonstrations and group work. More scaffolding should be incorporated into the lessons. In teaching strategies teachers have measurable effects on the students’ quality of English Language Skills. The study recommended that teachers need to carefully select strategies to use in teaching the English Language to help adult learners acquire skills.

Improving English language arts instruction in Indiana dual language bilingual education classrooms

This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers’ instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development. Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2022.2032731.

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

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.

Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

Google Classroom in the English Language Teaching Learning during Pandemic Covid-19

In the context of preventing the transmission of covid-19, education at all levels has been transferred online. Google Classroom is a service created by Google for institutions education whose use has the full support of the Ministry of Education and Culture. After four times conduct English language lectures at STKIP PGRI SIDOARJO face-to-face, process it changes to an online system using Google Classroom. This research aims to know how to use the application in online classrooms, what advantages are there on the application in relation to English courses and what obstacles perceived by students and lecturers in using Google Classroom. Data were collected from 10 students obtained from the test instrument and questionnaire. The results showed the use of this online platform can motivate students to learn English. This matter can be seen with an increase in their language skills. In addition, students feel happy to learn with the application because the features available are easy to understand and also efficient in the use of time. However, Google Classroom also has weaknesses such as the display less interesting, file delivery that must be monitored and time settings that can still be changed. However, in general, the use of these applications can be a good choice as an online learning medium.In the context of preventing the transmission of covid-19, education at all levels has been transferred online. Google Classroom is a service created by Google for institutions education whose use has the full support of the Ministry of Education and Culture. After four times conduct English language lectures at STKIP PGRI SIDOARJO face-to-face, process it changes to an online system using Google Classroom. This research aims to know how to use the application in online classrooms, what advantages are there on the application in relation to English courses and what obstacles perceived by students and lecturers in using Google Classroom. Data were collected from 10 students obtained from the test instrument and questionnaire. The results showed the use of this online platform can motivate students to learn English. This matter can be seen with an increase in their language skills. In addition, students feel happy to learn with the application because the features available are easy to understand and also efficient in the use of time. However, Google Classroom also has weaknesses such as the display less interesting, file delivery that must be monitored and time settings that can still be changed. However, in general, the use of these applications can be a good choice as an online learning medium.Keywords: Google Classroom, Technology, English Language

Pan-Diversity Integration as an Equity Trap: Lessons From Preservice Teachers’ Preparation for Teaching English Language Learners in a Predominantly White Institution in the United States

Background: Nationally, there is an overwhelming body of research that has revealed a systemwide underpreparedness of both pre- and in-service teachers who are predominantly White and monolingual for teaching English language learners (ELLs) throughout the United States. Despite various responses to address preservice teachers’ underpreparedness to teach ELLs, there has been a lack of transformative change in White mainstream preservice teachers’ preparation to teach ELLs, due to teacher education programs’ indiscriminate, pan-diversity approach to diversity as inclusive of all forms of difference, without explicitly attending to any form of difference such as those confronted by ELLs. This pan-diversity approach endorses generic fairness as sameness practices that may lead to equity traps that shape preservice teachers’ patterns of thinking and behavior that hinder the possibilities for creating equitable schools for children of color, including ELLs. Purpose: The widespread underpreparedness of teachers for ELLs suggests an urgent need to reexamine how teacher education programs are providing opportunities for learning about ELL-related knowledge and practice. The goal of this study is to understand 433 preservice teachers’ experiences of learning to teach ELLs in a predominantly White teacher education program under a pan-diversity framework. Research Design: A mixed-methods design that includes surveys and interviews was used to address two central research questions: What are preservice teachers’ perceptions of learning to teach ELLs in a predominantly White teacher education program that utilizes a pan-diversity framework? How do their opportunities to learn ELL-related content differ across subprogram groups? Quantitative and qualitative data analysis methods were used to analyze the data generated from the survey and interviews. Findings: Triangulation of our quantitative and qualitative data revealed systemic neglect of ELLs in both coursework and field practice in the teacher education curriculum, resulting in underpreparedness among the preservice teachers across the subprograms. The results indicate that the current pan-diversity integration approach has served as an “equity trap” that will preclude the preservice teachers from becoming successful with their future ELLs. Conclusion: This study demonstrates the critical need to eliminate the pan-diversity equity trap to systemically incorporate ELL issues within teacher education to not only transform preservice teachers’ deficit thinking about ELLs but also fill their knowledge and skill gaps for working with ELLs. The study has significant implications for teacher education programs to transform ELLs’ status from invisibility to rightful prominence in the program.

Student Engagement and Factors Affecting Active Learning in English Language Teaching

Learning is the process of how students take information and relate it to their prior knowledge into something meaningful. Learning promotes continuous growth and change in students. Student engagement is considered one of the significant predictors of successful learning. In general, student engagement refers to the active participation in a series of academic and co-curricular or school-related activities and commitment to pursuing learning goals. Does student engagement associated with successful learning occur in any settings, offline or online programs? This paper presents some theoretical frameworks about student engagement. This paper concludes with some pedagogical implications for English language teaching techniques.

“Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District

ABSTRACT The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and open-ended survey to inform future professional development opportunities. Findings suggest that most teachers work with ELLs but are underprepared to teach them. Teachers posed questions about curriculum and assessment; instruction; building community; language difference versus disability; and where to start in teaching ELLs. Conclusions are drawn about how well ELLs are being educated in the district. Implications for teacher professional development and policy are also discussed.

Grammar teaching practices of ESOL school teachers

AbstractAlthough judicious grammar teaching in college ESOL instruction is generally accepted, little is known about the grammar teaching practices of teachers of school‐age English language learners (ELLs), who are learning academic content as well as a new language. In this study, 86 primary and secondary teachers of ELLs in a U.S. metropolitan area were surveyed about teaching grammar; nine also participated in a focus group. Most integrate grammar teaching into literacy instruction and use a wide range of approaches, including, but not limited to, explicit teaching of rules or patterns. However, their teaching is complicated by varied student literacy levels, the demands of high‐stakes testing, time constraints, limited connection with higher levels of discourse, and inconsistent administrator support and curricular integration. Results suggest the need for teacher–peer collaboration and common frameworks as teachers and students connect forms and meaning across content discourses and, in teacher education, equipping teachers with a dynamic and socially situated pedagogical grammar that moves beyond “error correction” to provide “a linguistic resource for making meaning” (Myhill, 2005, p. 84).

Advancing math word problem instruction for English language learners to enhance their prospects in STEM disciplines.

Advancing math word problem instruction for English language learners to enhance their prospects in STEM disciplines.

Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions.

Barriers toward equity: Recognizing biliteracy of all students in Minnesota

AbstractEducation actors in the United States are increasingly promoting language skills development of our students. The Seal of Biliteracy (SoBL) has grown into a popular initiative to promote biliteracy and recognize students who demonstrate skills in English and another language. However, the language used to promote biliteracy and the criteria put in place to award the SoBL risk exacerbating differences in opportunities between linguistic communities rather than promote speakers of all languages. Minnesota introduced the SoBL through a law explicitly aimed at supporting education for English language learners. This paper critically reviews the goals of the SoBL initiative, describes the approaches Minnesota has taken to support English language learners to earn the seal and discusses the practical challenges schools and districts face. States and districts need to explicitly address these barriers to avoid increasing inequities through the SoBL.

PLANNING AND DEVELOPING CREATIVITY THROUGH MEDIA-BASED LEARNING IN ENGLISH LANGUAGE TEACHING

This paper justifies the planning and development of teachers' creativity through media-based learning in English language teaching, especially in the pandemic era. This study used a descriptive-qualitative method with a case study. The data sources consisted of 37 English teachers, school principals, and students involved in the teaching and learning process in SMP 7 Purwokerto. The results showed that the teacher's creativity at the planning stage was demonstrated by consistently well-arranged planning the lessons and adequately preparing the learning media regarding the implementation of multimedia. Regarding creativity at the preliminary stage, ESL teachers employed various mediums to make it easier for pupils to acquire and grasp the topic. Audio, visual, and audiovisual media are examples of media. Audio and visual media were the most commonly employed in ELT classes. The planning and creativity teachers become the main factors to make the class more interactive using several media.

Best Digital Platforms in ELT during New Norms Era for Remote Area

The use of E- learning in English Language Teaching (ELT) has been strongly promoted since the pandemics Covid-19 is widely spread. Many researches have been conducted to find the best digital online learning to be used in the classroom. However, little to no research investigates about the most suitable digital online learning for the students living in the remote area whereas, especially in Indonesia, there were so many remote areas. Thus, this paper assists to describe the best digital platforms to be used in the remote Area. There were 15 ELT students involved as the participants. The chosen students were the students living in remote area. The instruments were a questionnaire. The result showed that Messenger Application, especially WhatsApp is the most preferred by the students living in the remote area, following by LMS represented by google classroom, and the last is video conference, particularly zoom. The finding of this research can become a consideration for the educators, especially teaching in remote area, in selecting the digital platform in online learning.

English Language Learner Instruction in Middle School Mainstream Classrooms

In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. The findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.

Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study

English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study is to explore and describe the extrinsic and intrinsic aspects, support systems, and challenges that science teachers of ELLs experience at a public high school in a large Midwestern city in the United States. Data collection methods include individual in-depth, semi-structured and focus group interviews to analyze and search for dominant themes. The anticipated findings and discussion describe dominant themes, i.e., the overall essence of the phenomenon of teaching science to ELLs. Insights into teachers’ experiences will help educators, educational leaders, policy makers, and researchers to better understand methods to improve ELLs’ science outcomes. Potential limitations, implications, and possible areas for future research that could pave ways for increasing participation of ELLs in STEM fields and related careers are addressed

Resources for ELLs in International Schools: A Non-profit and For-profit Comparison

The number of for-profit international schools is rising as the international school market continues to grow. While traditionally being non-profit and serving expatriates, international school enrollment now predominately consists of locally enrolled students, many of whom are English language learners (ELLs). As the industry becomes more and more profit-driven, there is mounting concern about how much money is being reinvested back into the schools. The purpose of this study was to explore differences in the provision of resources for working with ELLs between international schools in East Asia that are non-profit and for-profit. Areas explored include teacher preparation, digital media, instructional resources, library materials, and designated teaching space for working with ELLs. This quantitative survey-based study had 533 participants who were working in international schools in East Asia. The findings of this study revealed that instruction of ELLs in non-profit international schools tends to be less likely to be hindered due to a shortage or lack of resources for working with ELLs compared to for-profit international schools

Students’ Beliefs on Learner Autonomy in English Language Classroom

This study tries to explore the students' beliefs on learner autonomy in English language class at the secondary level. I, as a researcher, collected first hand data from the students of secondary level of government aided school. The students of school A are interpreted on the basis of ethnographic research. This study analyses students’ beliefs and reflections on learner autonomy. Moreover, the present study relates and connects two theories in the process of developing and shaping of it. It emphasizes the students’ perceptions toward learning autonomy and the researcher has anticipated mentioning the students’ perceptions on English language teaching learning in the government aided schools. The findings of this study reveal that learner autonomy is necessary for the learners' encouragement, the opportunity of learning language and learner’s development, and for responsibility of the learners.

Building the Bridge Between Schools and Families through Assessment of Young English Language Learners

Teachers of English Language Learners have a unique opportunity to connect with families through observation, documentation, and assessment of these children. Using a developmentally appropriate and asset-based approach, assessment information can be collected and shared with families to engage them in the learning process. This article provides the practical steps of using a variety of primarily formative assessment methods by which teachers of ELL's can build this vital bridge to families successfully.

Pedagogical Approach for Effective Teaching of English Language in Nigerian Secondary Schools

This paper examined the pedagogical approaches to the teacher learning of English language in Nigerian secondary schools. However, the paper identified the concepts and types of pedagogical approaches. The factors affecting pedagogical approach for effective teaching and learning of English language. It was therefore concluded that the most effective pedagogical approach for the teaching-learning process of English language is the use of child centredness approach, activity oriented prorgamme it was therefore recommended that teachers should be curriculum. It was noted that effective use of pedagogical approach enhances effective teaching learning of English language especially in Nigerian secondary schools.