Number Of English Language Learners Research Articles

Unpacking Elementary Preservice Teachers’ Beliefs on Culturally and Linguistically Responsive Mathematics and Science Teaching for English Language Learners

With an increasing number of English Language Learners (ELLs), the landscape of public schools in the United States has been rapidly changing. However, ELLs’ academic performance is consistently lower than their native English-speaking peers’ and many in-service teachers feel ill-prepared to teach ELLs in a culturally and linguistically responsive way. This is especially true for mainstream teachers who teach STEM-related subjects. This study explores how pre-service elementary school teachers perceive culturally and linguistically responsive mathematics and science teaching practices for ELLs. A qualitative research design with interviews and constant comparative analysis was employed. Pre-service teachers’ lively voices that unpack their beliefs on the characteristics of culturally and linguistically responsive math and science teaching are illustrated around teachers’ scaffolding strategies, ELLs’ learning experiences, and environments. Suggestions for teacher educators, education scholars, and practitioners are provided to advance the discourse of how to better prepare teachers to teach mathematics and science to ELLs.

Exploring the Promise of Augmented Reality for Dual Language Vocabulary Learning Among Bilingual Children

There is increasing evidence supporting the efficacy of augmented reality (AR) education applications, yet comparatively few reports exploring AR for early childhood. Augmented reality is uniquely suited to language instruction and the early elementary context, thus has potential to support the growing number of English language learners (ELLs) in the United States. The current study describes the early stages in the development of a dual language AR application for teaching vocabulary to ELLs. We present iterative design data and a proof-of-prototype user study including child and parent acceptance data. Findings indicate that there is potential for AR to provide English vocabulary instruction with L1 supports for children.

INTERVAL REPETITION AS AN EFFECTIVE METHOD OF LEARNING NEW VOCABULARY

The twenty-first century is a century of information technology, globalization, global political, economic, religious and cultural integration. In this regard, English is the language of the whole world, and the number of English language learners is also increasing. English teachers have also been looking for teaching methods that are suitable for modern learners for many years. In this line, the current research work is aimed to identify the effectiveness of the interval repetition method on EFL learners’ vocabulary learning and compare the results of students using the interval repetition method and the traditional method in individual learning. In the research work, quantitative and qualitative methods were used, and an experiment was conducted. The study was conducted with the samples selected from 34 students both female and male gender. As a result of the study, there was a positive result in learning new vocabulary using the method of interval repetition among EFL learners in individual lessons, and an increase in the progress of learning the language among learners. The article shows that using this method is much more effective than learning new words using the traditional method. As a result of the study revealed the effectiveness of the interval repetition method in learning new vocabulary, the author recommended English teachers use this method in the teaching process.

İngilizce Eğitim Veren Uluslararası Okullarda İkinci Dil Edinimi Eğitim Modelleri: Dünü, Bugünü ve Geleceği

The international school market continues to expand, and an increasing number of English language learners (ELLs) are enrolling in English-medium international schools. As new schools start and existing schools evaluate their second language acquisition model(s), care should be taken to implement a model that provides ELLs with the necessary support for English language acquisition. Understanding current practice and teacher preference can enable school leaders to make more informed decisions when implementing or revising an SLA instructional mode (IM). The purpose of this research study is to build upon previous research findings through further examination of the frequency of SLA IM used in English-medium international schools. Additionally, the researchers sought to compare the preferred SLA IMs between ELL, Primary, and English teachers. Findings from this quantitative survey-based study reinforce previous findings that the hybrid push-in and pull-out SLA IM is the most implemented SLA IM in English-medium international schools. Additionally, the hybrid SLA IM continues to be the preferred SLA IM in English-medium international schools.

Ways to Maintain ELLs’ Cultural Diversity in Education - Taking Three New York Elementary Schools as Examples

English as a second language (ESL) education refers to teaching non-native English speakers English as a second language. The number of English language learners (ELLs) is increasing in the United States in recent decades because of globalization, including immigrants, international students, merchants, refugees, etc. One of ELLs’ main characters is their various cultural backgrounds. Teaching and maintaining a diverse class within a safe learning environment can benefit students both now and in the future. In this case, understanding ELLs’ diverse cultures and knowing how to maintain ELLs’ cultural diversity is a significant consideration in American ESL education nowadays. This study reviews the cultural diversity in American ESL education by analyzing three New York elementary schools. The author summarizes some critical ways to maintain ELLs’ cultural diversity from four aspects: (1) the background of American ESL education and cultural diversity; (2) cultural diversity in school; (3) cultural diversity in family; (4) cultural diversity in communities. Finally, the study indicates the significance of connections among schools, families, and communities and identifies some difficulties when maintaining cultural diversity in education.

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.

What matters? A case study of elementary english language learners in STEM education

ABSTRACT The rapidly growing needs of the science, technology, engineering, and mathematics (STEM) workforce have attracted educators and policymakers to reinforce STEM education from elementary to postsecondary education. Additionally, an increasing number of English language learners (ELLs) in the U.S. public education system draws educators’ attention to improve their STEM learning performance. This study aimed to investigate the extent to which pertinent factors, i.e. language proficiency, pedagogical approach, cultural diversity, learning interest, and classroom climate are interacted in Chinese ELLs’ STEM learning engagement and performance and conduct a culture-based insight of the linkage of the key factors. Five first-generation young Chinese ELLs and their parents from public kindergarten and elementary schools in the U.S. completed two rounds of individual interviews. A qualitative cross-case analysis from an Emic perspective was used to explore how the key factors associated with Chinese ELLs’ STEM learning outcomes, including learning engagement (effort and persistence) and performance. Data were analyzed by NVivo 12.0. Language proficiency, pedagogical approach, learning interest, and classroom climate carried global influences on Chinese ELLs’ learning outcomes from different aspects. Moreover, cultural diversity as a contextual element influenced Chinese ELLs’ STEM learning engagement and performance throughout the other four factors. The findings of this study delineated a bridge that linked language proficiency, pedagogical approach, cultural diversity, learning interest, classroom climate, and interactions to STEM learning outcomes as multifaceted systems under possible contextual situations among Chinese ELLs. With an integrative understanding of cultural diversity and other key factors, we suggested that educators could utilize culture-centered connectivity in STEM teaching for students from a Chinese background.

Using Interactive Notebooks to Help ELL Students Find Confidence in Writing

Writing can be a challenge for students whose first language is not English. The number of English Language Learners in the United States is increasing exponentially year after year. Educators can easily find themselves overwhelmed and unsure how to help these students with their understanding and ease of use with English. ELLs may find it difficult to write in their non-native language. Due to this issue, these students can lack a sense of confidence in writing if they are not given the adequate support needed to achieve this task. The use of interactive notebooks is a simple, strategic tool to help guide and scaffold learning in the 21st century classroom in all subject areas.

A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements

Over the last several decades, the number of English language learners (ELLs) has grown significantly and has created a change in the K-12 educational settings. In order to effectively educate this population of learners, teacher education programs often incorporate opportunities for their teacher candidates to observe techniques and practice implementation with ELLs. These observations and hands-on learning experiences provide pre-service teachers the opportunity to implement the strategies and accommodations they are learning in their coursework. The purpose of this phenomenological study was to investigate teacher candidates' experiences with diverse field placements (school-based and community-based) and the influence that placements may have on preparing pre-service teachers to instruct ELLs. Pre-service teachers enrolled in a Florida public university completed reflective journals, which were coded for themes. In addition, semi-structured interviews were conducted, transcribed, and analyzed. The findings from these data sources suggest that the experiences differed greatly based on field placements. For example, pre-service teachers who participated in community settings engaged in more interactions; whereas, those who participated in classrooms observed more examples of learner supports. Overall, after their field experiences, the pre-service teachers did not feel prepared to tackle classroom management in general. Implications for improving ESOL field experiences are discussed.

FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

Preparing Teacher Leaders for English Language Learners in Rural Settings

The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.

Problem-Solving Among English Language Learners: A Cognitive Linguistic Approach

New mathematics standards ask teachers to strengthen mathematics instruction while still building upon communication skills. In today's classroom, this is complicated by the growing number of English language learners (ELLs) across the country who because they are still learning English struggle with the language of mathematics. Researchers who have addressed the question of problem-solving among ELLs have explored schema-based instruction or the use of math journals. Of these two approaches, a discussion of the ELL population is not included in research on math journals and problem solving. Within the research on schema-based instruction, research limit their findings to ELLs with math difficulties (MD). This study addresses the gap in the research on problem-solving among ELLs. A writing structure referred to as Source, Path, Goal (SPG) was used as a linguistic scaffold and type of schema-based instruction. Instruction was set in an elementary ELL classroom. Each group received a different level of scaffolded instruction: 1) instruction only treatment group, 2) instruction plus practice treatment group. Three non-parametric sign tests were conducted (one for each group) to compare pre- and post-test results and indicated strong support for the use of scaffolding plus practice. An analysis of the students’ written explanations of how they solved their math problems only indicated an increase in problem-solving skills for instruction only treatment group, but both treatment groups increased in the depth of their mathematical thinking. Implications for practice and future research are shared.

Teachers’ Perceptions of their Preparation for Teaching Linguistically and Culturally Diverse Learners in Rural Eastern North Carolina


 
 
 
 The number of English language learners (ELL) students in the US is increasing dramatically. The growth is even more evident in rural areas of the United States such as North Carolina where teachers are facing classrooms with a majority of second language learners. The authors conducted a study interviewing 24 teachers at a rural elementary school in eastern North Carolina. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses. All teachers showed a strong desire to learn more at this time in their careers, but emphasized their lack of prior training. The study found that even though teachers lacked confidence, they were effectively educating this growing population. The authors discuss the responsibility of Institutions of Higher Education (IHE) to provide formal education in teaching students from diverse language backgrounds.
 
 
 
 

Learning to Teach Bilingual Students: How Teacher Candidates Appropriate Linguistically Responsive Practices

ABSTRACTAs the number of English Language Learners (ELLs) educated in general education classrooms has increased, many teacher education programs have implemented reforms intended to prepare teacher candidates to work with ELLs. This multiple-case study uses a sociocultural perspective on learning to examine whether and how four undergraduate teacher candidates from a reformed program appropriated linguistically responsive teaching practices for use in fieldwork with bilingual elementary students. All participants were females who were born and raised in the United States; two were monolingual and White, and two were bilingual and Asian. Within-case analysis reveals four distinct portraits of young women learning to be teachers, with substantial variation in their teaching practice. Cross-case analysis demonstrates patterns in the sources of participants’ knowledge and highlights the importance of guided participation during fieldwork to enable teacher candidates to appropriate knowledge for use in the classroom. Implications for teacher education programs are discussed.

Preparing to teach English language learners: effect of online courses in changing mainstream teachers’ perceptions of English language learners

ABSTRACTThe number of English language learners (ELLs) is increasing rapidly at US schools. Mainstream teachers have an important role in academic success of these students because ELLs spend most of their school time in mainstream classes, and pulled-out a few hours in a school day for ELL services. However, research on mainstream teachers and ELL education highlights that mainstream teachers may have negative perceptions of ELLs, and they may use wrong accommodations to teach these students due to their lack of knowledge in ELL education. This study aims to understand how taking two online classes on ELL education changes mainstream teachers’ perceptions of this student group. The results showed that mainstream teachers changed their perceptions of ELLs greatly when they took these two online classes, and online discussions had a great role in this perception change. Some implications to develop online ELL education courses for pre-service and in-service teachers are also provided.

Bears in a boat: Science content and language development through a problem-based learning experience

ABSTRACTIn Problem-Based Learning (PBL), a problem is posed before students have learned how to solve it. Language and PBL pair well for effective learning environments. Informed by language-based theories of learning and strategically adding methods for working with English Language Learners (ELLs), we developed an approach called Problem-Based Enhanced-Language Learning. In this article, we provide the background for the approach and explain the specifics of implementing Bears in a Boat, which we have used in many contexts including a second-grade urban classroom and a third-grade US-Mexico border classroom with significant numbers of ELLs. The science content learner outcomes are that students will be able to: (a) describe what it means to sink and float and (b) explain that the more weight you add to a boat, the deeper it will float.

La toma de conciencia sobre el aprendiz de lengua de herencia en clases de español como segunda lengua: creencias y actitudes del profesor

With the growing number of English language learners throughout the United States enrolled in the foreign language class representing their heritage language, it is increasingly important for foreign language methodology courses to address how to plan for, instruct, and assess the diverse needs of these students in the K-12 foreign language classroom. Their needs as heritage language learners are different than those of second language learners. Therefore, in order to teach these language learners, teachers should possess specific competencies, not typically evident in foreign language teaching methodology courses. The present study is a preliminary effort to integrate a module on teaching heritage language learners into a foreign language teaching methodology course and to evaluate the development of teacher candidates’ declarative knowledge, beliefs, and conceptualizations about heritage language learners and heritage language instruction. Participants (N=30) are pre-service 9-12 Spanish teachers at two postsecondary institutions in the Eastern United States. The results demonstrate that teacher candidates move beyond conceiving heritage language learners as similar to second language learners and proceed toward perceiving them as culturally and linguistically diverse learners of Spanish, as evidenced through surveys and lesson plans.

Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study

The number of English language learners (ELLs) mainstreamed into regular classrooms continues to increase. Curricular writing standards required by the Common Core State Standards require students to write essays analytically in response to text(s). Many English Language Arts (ELA) teachers may worry about effectively delivering essay writing instruction to their ELL students while still meeting the needs of their proficient English-speaking students. This action research study is a direct response to the concern of two middle level teachers about the writing performance of students in their linguistically diverse classrooms on their state’s writing assessment. The study examined the effects of strategy-focused writing instruction on the argumentative essay-writing skills of 47 linguistically diverse seventh-grade students. The students received the strategy-focused writing instruction five days per week for 40 minutes over a 16-week period. Analyses of the data revealed that students’ overall writing performance increased significantly from pretest to posttest. Students also made significant gains across the pre- and posttest period in the following two domains: (1) Evidence and Elaboration and (2) Conventions of Standard English, but not on the Purpose, Focus, and Organization domain.

Blending Video Games Into Language Learning

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

Blending Video Games Into Language Learning

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also 'g...