The Impact of Relevancy and Rigor on the Academic Progress of Long-term English Language Learners PDF Download
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Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 222
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Book Description
The purpose of this study was to examine the research to identify best practices that support and enhance the academic achievement of long-term English language learners (LTELs) in the content classroom. A systematic review of the research was conducted on the systemic, organizational, pedagogical, and procedural practices that contributed to the academic advancement and English language development of LTELs and the classroom contexts and instructional practices that demonstrated high levels of academic achievement. The purpose of this project was to provide practitioners a research-based scaffold on which to build the instructional supports needed by the students they serve. Findings from this project can be utilized to inform academic language instruction in content classes for LTELs and to enhance the professional development of teachers of LTELs.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 222
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Book Description
The purpose of this study was to examine the research to identify best practices that support and enhance the academic achievement of long-term English language learners (LTELs) in the content classroom. A systematic review of the research was conducted on the systemic, organizational, pedagogical, and procedural practices that contributed to the academic advancement and English language development of LTELs and the classroom contexts and instructional practices that demonstrated high levels of academic achievement. The purpose of this project was to provide practitioners a research-based scaffold on which to build the instructional supports needed by the students they serve. Findings from this project can be utilized to inform academic language instruction in content classes for LTELs and to enhance the professional development of teachers of LTELs.
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: Margarita Espino Calderon
Publisher: Corwin Press
ISBN: 1452271798
Category : Education
Languages : en
Pages : 177
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Book Description
"Offers invaluable resources for teachers and administrators taking a proactive approach to eliminating the subgroup of long-term English learners." —Yee Wan, Multilingual Programs Coordinator Santa Clara County Office of Education, San Jose, CA "This book encapsulates a serious call to action: challenging leaders and educators to forge bold yet eminently practical pathways toward high-quality, evidence-based systematic instruction." —Virginia R. Champion, Senior Education Specialist Region One Education Service Center, Edinburg, TX 10 keys to keeping English learners from falling through the cracks Students who struggle with academic English are likely to struggle with academic content throughout their school years. This practical guidebook′s 10 components for success will help educators at all levels close this achievement gap. Best-selling authors Margarita Espino Calderón and Liliana Minaya-Rowe provide step-by-step instructions for integrating vocabulary and writing across the curriculum to improve students′ learning. Key features include: A clearly articulated, evidence-based professional development program for teaching diverse English language learners effectively Coverage of a variety of program types Research-based tools for improving instruction and measuring learning progressions Methods for implementing an EL program while meeting core standards and content objectives Inside are studies from a principal and superintendent and an array of assessment tools, checklists, and resources to guide you through the improvement process and establish a meaningful accountability system for the benefit of teachers, administrators, parents, and students.
Author: Nami Shin
Publisher:
ISBN:
Category :
Languages : en
Pages : 183
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Book Description
English Language Learner (ELL) students are the fastest growing student population within the United States. In spite of federal and state laws and regulations that require states and local districts to provide ELLs with support services, prior research has indicated that ELL students are in general lagging behind non-ELL students in academic achievement. An unanswered question is whether and how the initial designation of students as ELL (apart from their actual skill level) may influence their later academic progress and experiences. The main purpose of this study, then, was to examine the effects of initial ELL classification (while controlling for their actual skill level) on students' academic experiences and later academic achievement. In particular, it compared outcomes for high-scoring ELL students (just below the cutoff for being classified as Initially Fluent English Speaking, IFEP) and students just above the cutoff who were classified as IFEP. This study also investigated whether students' particular profiles of proficiency at the time of the initial classification (speaking, listening) influenced their academic experiences and achievement, as well as the experiences and achievement of students who retained their ELL status over a long term despite having initial scores placing them near the cutoff for being classified as IFEP. This study used student-level longitudinal data (Kindergarten through tenth grade) from a very large school district in southern California. The sample consisted of 13,335 students who were near the cutoff score of the initial CELDT (administered in Kindergarten) for distinguishing ELL from Initially Fluent English Proficient (IFEP) students. Outcomes examined included standardized test scores, course grades, and whether students enrolled in gate-keeper courses (e.g., Algebra) in the normative year (e.g., 8th grade). Regression discontinuity analyses showed that for students who were near the cutoff score for ELL and IFEP classification, being initially classified as ELLs was not a disadvantage. ELLs outperformed IFEPs in English Language Arts and Mathematics in early elementary grades; this difference disappeared in later grades, and the two groups showed equivalent performance. The patterns of differences and similarities between ELLs and IFEPs did not depend on whether students were more skilled in listening or speaking. Among students who were initially near the cutoff for being classified as ELL, students who retained their ELL classification for a long term (at least five years) showed lower academic performance and developed English proficiency more slowly than students who were reclassified as IFEP in early years (before five years.) On average, students retaining their ELL classification for a long term tended to have lower initial CELDT scores, lower parent education levels, lower attendance rates in school, a higher proportion of students who were male, and a higher proportion of students who were designated as needing special education services.
Author: Pierre W. Orelus
Publisher: BRILL
ISBN: 9460912370
Category : Education
Languages : en
Pages : 225
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Book Description
It is ironic that our ever-present preoccupation with closing the achievement gap is insufficiently articulated in current federal education policy. To this end, Pierre Orelus’ study cogently underscores the fruitfulness of caring teachers’ persistence in bridging the all-too-frequent gulf that exists between school and community together with an apprenticeship model that saturates youth in academic discourses. This is an encouraging and inspiring read. Angela Valenzuela, College of Education, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind.
Author: Zaretta Hammond
Publisher: Corwin Press
ISBN: 1483308022
Category : Education
Languages : en
Pages : 290
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Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Author: Margarita Espino Calderon
Publisher: Corwin Press
ISBN: 1506375758
Category : Education
Languages : en
Pages : 204
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Book Description
Retool your whole school for EL achievement For any student, middle and high school can be challenging. But for an English learner or striving reader—and the myriad words, phrases, syntax, texts, and concepts they must negotiate on a daily basis—the stakes seem a whole lot higher. Fortunately for content-area teachers, Margarita Calderón and Shawn Slakk make available in a single resource all the best instructional and professional development combinations for expediting comprehension across the secondary grades. Really a tool to assist all learners across all language needs, the second edition of Teaching Reading to English Learners, Grades 6-12, provides evidence-based strategies for helping content-area teachers and schools at large: Teach academic language in all subject areas Embed discourse practice through interaction strategies Integrate basic and close reading comprehension skills into lessons Teach drafting, revising, and editing for content-specific writing Use cooperative learning to develop social emotional skills and enhance academic achievement Calderón and Slakk know firsthand that if we’re to counter the commonly held narrative of predictable failure among our ELs, it takes a whole school, and they have the evidence to prove it. Read Teaching Reading to English Learners, Grades 6-12, implement its strategies across all classrooms, and soon enough you, too, will maximize the comprehensions skills so critical to our ELs’ long-term success.
Author: Luz Elena Perez
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The pervasive gap in achievement between minority and nonminority students is an issue of national importance. Addressing the needs of teachers of minority students, specifically Latino English learners, has received somebut not sufficient-attention in professional development research. The research regarding teaching practices toward minority students highlights the deficit views and low expectations held by teachers; however, this is seldom accounted for in the development of reform or in the design and outcomes of professional development of teachers of minority and language-minority students. The greatest impact of teacher practices toward minority and language-minority students is how these students experience schooling, in particular how and if they experience success. This student voice research serves as a contributing component toward reform as it presents the barriers and supports that long-term English learners (LTEL) experience. The findings from this study serve to generate a framework of factors that lead to success as revealed by LTEL students. The study's implications are pertinent to school leaders, classroom teachers, and professional development providers. The study suggests areas for future research in student voice.
Author: Daniella Molle
Publisher: Routledge
ISBN: 1317540026
Category : Language Arts & Disciplines
Languages : en
Pages : 228
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Book Description
Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions: • What constitutes academic literacy? • What does academic literacy development in adolescent multilingual students look like and how can this development be assessed? • What classroom contexts foster the development of academic literacies in multilingual adolescents? The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
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.
