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Author: Michelle Nicole Abrams-Terry
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 118
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Book Description
In this study, the researcher explored high school English language learners' perceptions of risk factors and protective factors present in their academic and social lives. The researcher also explored how these students negotiated risk factors and used protective factors to be academically resilient. Therefore, the study was designed to examine academic resilience from the students' perspectives, allowing them to share their story about their success in high school. The following research questions guided this study: (1) What risk factors are present in high school English language learners' academic and social lives? and (2) Which protective factors do high school English language learners use to be academically resilient? The researcher collected and analyzed qualitative data using key characteristics of focus group analysis. Nine students voluntarily participated in three different semi-structured focus group meetings. The findings revealed that risk factors such as lack of English language ability, low expectations of teachers, inability to form new relationships, stress, and inattentiveness prevented students from being successful. In addition, the students discussed how several protective factors like learning English, establishing and maintaining positive relationships, establishing and implementing good study habits, and possessing certain inner qualities helped them be academically resilient. Two themes that emerged were students (1) choosing to be academically resilient and (2) actively seeking sources of help. Based on this study, suggestions for educators are as follows: (1) consider providing more language support for newcomers; (2) include and build upon parent-school and teacher-student relationships; (3) encourage and provide ways for students to form relationships with others through school-based programs; (4) foster and continue to support the growth of the students' academic skills; (5) find ways for students to become more involved with community-based services and programs; and (6) stress the importance of holding all students to high standards, regardless of students' English language proficiency levels.
Author: Michelle Nicole Abrams-Terry
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 118
Get Book Here
Book Description
In this study, the researcher explored high school English language learners' perceptions of risk factors and protective factors present in their academic and social lives. The researcher also explored how these students negotiated risk factors and used protective factors to be academically resilient. Therefore, the study was designed to examine academic resilience from the students' perspectives, allowing them to share their story about their success in high school. The following research questions guided this study: (1) What risk factors are present in high school English language learners' academic and social lives? and (2) Which protective factors do high school English language learners use to be academically resilient? The researcher collected and analyzed qualitative data using key characteristics of focus group analysis. Nine students voluntarily participated in three different semi-structured focus group meetings. The findings revealed that risk factors such as lack of English language ability, low expectations of teachers, inability to form new relationships, stress, and inattentiveness prevented students from being successful. In addition, the students discussed how several protective factors like learning English, establishing and maintaining positive relationships, establishing and implementing good study habits, and possessing certain inner qualities helped them be academically resilient. Two themes that emerged were students (1) choosing to be academically resilient and (2) actively seeking sources of help. Based on this study, suggestions for educators are as follows: (1) consider providing more language support for newcomers; (2) include and build upon parent-school and teacher-student relationships; (3) encourage and provide ways for students to form relationships with others through school-based programs; (4) foster and continue to support the growth of the students' academic skills; (5) find ways for students to become more involved with community-based services and programs; and (6) stress the importance of holding all students to high standards, regardless of students' English language proficiency levels.
Author: Craig A. Albers
Publisher: Guilford Publications
ISBN: 1462525024
Category : Psychology
Languages : en
Pages : 273
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Book Description
Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: Mabel Eliana Lamprea Altuve
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 418
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Book Description
This professional development/learning design study sought to create, evaluate, and refine a learning experience for English language learning (ELL) teachers that provided them with additional instructional tools to support improvement of Multilingual Learners and English Learners’ (MLs/ELs) academic resilience. MLs/ELs are one of the fastest growing groups of students in U.S. schools with one of the lowest academic performance and graduation rates. These students are also a vulnerable and resilient population that could have been exposed to distressing and adverse experiences. ELL teacher preparation has concentrated on fostering language and literacy development; still, MLs/ELs’ achievement gap fails to close significantly, and their resilience abilities are not effectively transferred to academics. Research shows that improving emotional intelligence skills benefits all areas of life. The integration of emotion education and language development offers a more comprehensive approach to MLs/ELs’ learning for its impact to academics, relationships, performance, decision-making, and health. This study used educational design-based research (DBR) and conjecture mapping to produce and validate theoretical and pragmatic outcomes–the conceptual framework, Enhancing MLs/ELs’ Academic Resilience, and a suggested table of contents for ELL teacher preparation in emotional intelligence education with social-emotional learning, brain-based learning, self-efficacy, trauma-informed care, and language development evidence-based practices–to strengthen ELL teacher learning and MLs/ELs’ attributes of personal resilience and academic achievement.
Author: Margo Gottlieb
Publisher: Corwin Press
ISBN: 1506342140
Category : Education
Languages : en
Pages : 367
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Book Description
Build the bridges for English language learners to reach success! Ten years ago, the first edition of Margo Gottlieb’s Assessing English Language Learners changed the dialogue about how educators envision educational equity for students. Since then, the ELL and dual language student populations have grown exponentially, and so has the need for forward-thinking and effective approaches to facilitating students’ academic language development alongside their content knowledge. This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment "as," "for," and "of" learning Reflection questions to stimulate discussion around assessment policies and practices to maximize opportunities for teacher input and student engagement This book is an essential resource for pre-service and in-service teachers, educator teams, and school leaders striving toward equity in every classroom. "In this exciting, practitioner-friendly volume, Margo Gottlieb shows us how assessment as, for, and of learning can provide a level playing field for today’s language learners. Educators working with English language learners will find this assessment-moxie book truly invaluable." —W. James Popham, Professor Emeritus University of California, Los Angeles "There are no other books available that cover the topic of fair and equitable assessment practices for English learner as comprehensively as this one. Nor are there any other books with such a rich selection of tools readily available for practitioners. It must belong in every TESOL professional’s library!" —Andrea Honigsfeld, Associate Dean and EdD Program Director Molloy College
Author: Yvonne S. Freeman
Publisher: Heinemann Educational Books
ISBN: 9780325011363
Category : Education
Languages : en
Pages : 0
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Book Description
Teaching secondary students in the content areas is hard enough under the best of circumstances. When students are not well prepared academically and also lack academic literacy skills, the challenge can seem overwhelming. Fortunately, the Freemanshelp secondary content-area teachers provide these students with the academic support they very desperately need. -Robert J. Marzano Coauthor of Building Academic Vocabulary Many middle school and high school students are recent immigrants or long-term English language learners who struggle with the academic language needed to read content-area textbooks and write papers for their classes. Likewise, many native speakers of English find content-area classes a challenge. Secondary teachers have little time to teach academic reading and writing skills because they must cover a great deal of content in their social studies, science, math, or language arts classes. Academic Language for English Language Learners and Struggling Readers provides the information busy secondary teachers need to work effectively with English learners and struggling readers. It reports current research to answer key questions: Who are our older English language learners and struggling readers? What is academic language? How can middle and high school teachers help students develop academic language in the different content areas? This comprehensive and readable text by Yvonne and David Freeman (authors of Essential Linguistics) synthesizes recent demographic data on the kinds of English language learners and struggling readers who attend middle and high schools in increasing numbers. They flesh out the statistics with stories of students from different backgrounds. Then the Freemans examine academic language at different levels: the text level, the paragraph level, the sentence level, and the word level. For each, they provide examples of academic language and specific strategies teachers can use as they teach language arts, science, math, and social studies. They also analyze content-area textbooks, pointing out the difficulties they pose for students and suggesting ways to make texts more accessible to ELLs and struggling readers. Providing classroom examples, the Freemans explain how teachers can motivate and engage their students. They describe how teachers can teach language and content simultaneously by developing both language and content objectives. Academic Language for English Language Learnersgives teachers the information and strategies they need to help all their students develop academic language.
Author: Ivannia Soto-Hinman
Publisher: Corwin Press
ISBN: 1452223300
Category : Education
Languages : en
Pages : 273
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Book Description
Build bridges of support so English language learners and standard English learners can learn alongside their peers! This comprehensive, research-based guide helps teachers bridge multiple gaps and promote learning for English language learners (ELLs) and standard English learners (SELs). The authors provide strategies, examples, and tools to address: The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development The gap between students and teachers: including sociocultural differences between teachers and students and teacher perceptions and expectations The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programs
Author: Estee Lopez
Publisher: Dude Publishing, a division of National Professional Resources, Inc.
ISBN: 1938539168
Category : Education
Languages : en
Pages : 6
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Book Description
States across the country have adopted rigorous academic standards that present an important challenge for educators and their students, each of whom is expected to meet the state standards. This quick-reference, tri-fold laminated guide is designed to increase educators’ ability to make teaching and learning decisions based on research-based best practices for the academic and language achievement of English language learners (ELLs). p.p1 {margin: 0.0px 0.0px 15.0px 0.0px; line-height: 16.0px; font: 13.0px Arial; color: #010101; -webkit-text-stroke: #010101; background-color: #fafafa} p.p2 {margin: 0.0px 0.0px 15.0px 0.0px; line-height: 16.0px; font: 13.0px Arial; color: #010101; -webkit-text-stroke: #010101} span.s1 {font-kerning: none} span.s2 {font-kerning: none; background-color: #fafafa} It includes information and guidance on: Expectations for ELLs; Engaging ELLs; Four factors of language acquisition; 8 steps for implementing standards-based instruction; Best practices for helping ELLs meet ELA/literacy standards; An integrated approach to content and language objectives; Proven instructional strategies such as scaffolding, developing metacognitive ability, teaching academic vocabulary, using visual tools, previewing, modeling, bridging, contextualizing, questioning. This guide can also serve to initiate professional learning conversations and guide educators to resources that will accelerate and improve the teaching and learning of English language learners.
Author: Claude Goldenberg
Publisher: Corwin Press
ISBN: 1412955491
Category : Education
Languages : en
Pages : 193
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Book Description
Navigate the current research on promoting success among students who speak little or no English and discover specific recommendations for developing effective policies and programs!
Author: Virginia Pauline Rojas
Publisher: ASCD
ISBN: 1416603832
Category : Education
Languages : en
Pages : 563
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Book Description
Approximately 4.7 million designated English language learners attend public schools (Office of English Language Acquisition, 2002). It is predicted that by the 2030s, English language learners will account for about 40 percent of the school-age population. Yet very few teachers have been trained to address the needs of these students, and the questions they ask are the same as they asked decades ago: Who are English language learners and what are effective ways for schooling them? What kind of educational program brings about the best results? What are sound practices for facilitating English language acquisition? How can English language learners have academic success in subject areas? How do we teach English language learners in our classrooms? - p. 5.
Author: Brenda Custodio
Publisher: University of Michigan Press ELT
ISBN: 0472037978
Category : Education
Languages : en
Pages : 145
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Book Description
One of the hottest topics in education today is trauma-informed pedagogy. Much of what has been written in this area comes from counselors, therapists, and other experts in this field, but there is very little written specifically about the effects of trauma on English learners. This book has been written to address this need. The authors have sifted through the literature on trauma and social-emotional learning (SEL) to provide the material that applies directly to English learners. This book was written mainly for teachers of students with immigrant backgrounds and for the building administrators who support them, including counselors, paraprofessionals, and social workers. This book is designed to provide a practical resource to help educators better understand the possible traumatic backgrounds of their students and how that could be affecting their academic, social, and emotional lives. It also focuses on how school personnel can create a safe environment in schools and classrooms to help students recognize, nurture, and expand the internal resilience that has enabled them to weather past situations and that will allow them to continue the healing process. One chapter is devoted to the topic of self-care for educators who are working so hard to help students be resilient. An appendix features a list of recommended books on the topics of personal migration and resilience.
