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Author: Margaret René Watring Yoesel Publisher: ISBN: Category : Educational leadership Languages : en Pages : 156
Book Description
Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel & Herwantoro, 2005; Cartledge, Gardner, & Ford, 2009; DeVillar, Faltis, & Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando & McLaren, 2000; Sadowski, 2004; Sleeter & Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill & Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.
Author: Margaret René Watring Yoesel Publisher: ISBN: Category : Educational leadership Languages : en Pages : 156
Book Description
Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel & Herwantoro, 2005; Cartledge, Gardner, & Ford, 2009; DeVillar, Faltis, & Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando & McLaren, 2000; Sadowski, 2004; Sleeter & Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill & Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.
Author: Carol Kreck Publisher: ISBN: Category : Languages : en Pages : 6
Book Description
Today, English language learners (ELLs)--students whose primary language is other than English--are the fastest-growing major school population in the United States. Between 2000-01 and 2010-11, the number of these students, whose level of English proficiency is not sufficient to support learning in a regular English language classroom, rose 18 percent nationwide. As newcomers arrived in waves, many schools and districts quickly went from low-incidence to high-incidence levels of ELLs. The federal research center, REL-Appalachia, identified four stages in district responses to emerging ELL communities: ad hoc services, consistent services, developed program of services, and expanded or integrated services. Now states look to each other for a more consistent approach. A recent set of recommendations from the Council of Chief State School Officers on identifying ELLs and identifying when they are proficient will help that process along. This report explores ways rural districts are addressing the challenge of teaching the growing English as a second language population while simultaneously teaching the Common Core State Standards.
Author: Barney Bérubé Publisher: Teachers of English to Speakers of Other Languages Incorporated ISBN: 9780939791910 Category : English language Languages : en Pages : 0
Book Description
This book is designed for use by educators being introduced to English-as-a-Second-Language (ESL) learners as well as for ESL professionals who want a resource on state-of-the-art practices. This book describes how a small program of services can fit into the standards movement and how to staff such a program. It also contains suggestions for instruction, student assessment, program evaluation, parent and community involvement, and multimedia resources for the education of second language learners in low density communities. The book is divided into ten chapters with the following titles: "Pressing the Numbers"; "Statutory Requirements" (including major court cases); "Implementing the Lau Mandate"; "Including LEP Students in Standards-Driven Curriculum"; "Staffing the ESL Program"; "Parents and the Community"; "Authentic, Comprehensive Student Assessment"; "ESL Program Evaluation"; "Professional Resources: From People to Print to Pixels"; and "Postscript" (acronyms commonly used in the ESL profession). There is also a glossary, list of references, an index, and 3 appendices: "Sample Lau Plan from the Heartland Valley School Department"; "CALLA Sample Lesson: Using Prepositions in Giving and Following Directions"; and "Using Evaluation Data to Support Instructional Improvement." (Contains 131 references.) (KFT)
Author: Sumit Khandelwal Publisher: GRIN Verlag ISBN: 3656278342 Category : Foreign Language Study Languages : en Pages : 9
Book Description
Research Paper (postgraduate) from the year 2012 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: None, , language: English, abstract: Student, Especially those in developing countries, have inherited a legacy of discrimination and oppression which manifest in poverty, health issues, violence, limited access to basic needs, resources and employment. The challenges facing students in the areas of economic empowerment, access to land and access to science and technology are still a barrier to own development and it remains a challenge to level the playing fields. As Developing Nations seek to control limited resources toward the goal of achieving a developed status they must reevaluate past practices and explore available and affordable technologies. Where information and communication infrastructures are weak, use of low-cost, easily distributed technologies have proven effective. Still, many developing nations have failed to incorporate a resource in great abundance, to use these new technologies to greatest advantage. English is in India today a symbol of people’s aspiration for quality in education and a fuller participation in national and international life. It is fundamentally essential for Rural Students to learn English from a young age in this rapidly globalizing world. English knowledge will help to open many opportunities for them in the future and it will be invaluable in their future careers. However, teaching English to rural students is not an easy job, but it is also not difficult, if we already know how to do it. Many teaching positions involve teaching Rural Students - a unique experience that is both challenging and fun. The key to teaching English to Rural Students is to understand the principles of language acquisition and apply it in ways that keep Rural Students motivated to learn.
Author: Edmund Hamann Publisher: IAP ISBN: 1623969956 Category : Education Languages : en Pages : 376
Book Description
For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora. Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone. "Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. ~ Rebecca M. Callahan, Associate Professor - University of Texas-Austin As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in 'low density' districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. ~ Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey
Author: Rebecca H. Scarborough Publisher: DIANE Publishing ISBN: 9780788101816 Category : Education Languages : en Pages : 112
Book Description
Statewide conference to address the needs of limited English proficient students in Delaware, featuring leading experts in the field of bilingual education, to help bring about improved program planning and implementation in school throughout the U.S. Graphs.
Author: H. D. Adamson Publisher: Routledge ISBN: 1135626022 Category : Education Languages : en Pages : 268
Book Description
This book addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language. These students are at the center of a national debate about the right relationship among ESL, bilingual, and mainstream classes. Bilingual education has been banned by constitutional amendment in California and Arizona, and similar amendments are being considered in other states. Language Minority Students in American Schools: An Education in English places this debate and related issues of teaching standard English to speakers of nonstandard dialects, such as black English, within the larger context of language acquisition theory and current methods of language teaching. Adamson draws from the large body of sociolinguistic, psycholinguistic, and educational research, and on his own experience as an English teacher in the U.S. and overseas, to shed light on some of these controversies and on the cognitive, cultural, public policy, and practical issues involved in educating English language learners. Presenting all sides of the issues fairly, he offers a strong endorsement for bilingual and bidialectical education based on programs designed and administered according to the principles discussed in the book and supported by language acquisition theory and classroom research. A strength of the book is the inclusion of original research conducted in a middle school enrolling a majority of Latino students. This research contributes to the field of language education by providing a detailed description of how English language learners study content subjects. Examples from the study are used to illustrate a discussion of Vygotskian learning principles and the relationship between the students' home and school cultures. Language Minority Students in American Schools: An Education in English is intended for students who are preparing to become teachers of English as a second language, and for teachers of other subjects who work with English language learners.
Author: Elke Stracke Publisher: Cambridge Scholars Publishing ISBN: 144387342X Category : Language Arts & Disciplines Languages : en Pages : 370
Book Description
This book makes an essential contribution to the developing and expanding scope of the field of applied linguistics through an understanding of applied linguistics as a meeting place. As Terrence G. Wiley of the Center for Applied Linguistics, Washington, DC, states in the Foreword, Intersections: Applied Linguistics as a Meeting Place “extends the boundaries of the field while providing spaces for mediating within it and between other disciplines.” This book presents 16 papers by important researchers working in various countries around the globe. It focuses on the many junctions within applied linguistics and its intersections with other disciplines and areas of practice as diverse as education, indigenous issues, language development, literacy, and social interaction. Applied linguistics also has connections with broader areas such as the arts, law, medicine and health, society, politics and policy, and technology. The book will appeal to academics, teachers, teacher educators, and undergraduate and postgraduate students working in applied linguistics and language education, and those who take an interest in the many connections between applied linguistics and other disciplines and areas of practice.
Author: Margarita Espino Calderon Publisher: Corwin Press ISBN: 1544342632 Category : Education Languages : en Pages : 207
Book Description
It was a dark and stormy night in Santa Barbara. January 19, 2017. The next day’s inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn’t change the weather, they couldn’t heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential. Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners’ Success. In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It’s a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets. The authors’ contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners’ potential: 1. From Deficit-Based to Asset-Based 2. From Compliance to Excellence 3. From Watering Down to Challenging 4. From Isolation to Collaboration 5. From Silence to Conversation 6. From Language to Language, Literacy, and Content 7. From Assessment of Learning to Assessment for and as Learning 8. From Monolingualism to Multilingualism 9. From Nobody Cares to Everyone/Every Community Cares Read this book; the chapters speak to one another, a melodic echo of expertise, classroom vignettes, and steps to take. To shift the status quo is neither fast nor easy, but there is a clear process, and it’s laid out here in Breaking Down the Wall. To distill it into a single line would go something like this: if we can assume mutual ownership, if we can connect instruction to all children’s personal, social, cultural, and linguistic identities, then all students will achieve.
Author: Margaret René Watring Yoesel
Author: Margaret René Watring Yoesel
Author: Carol Kreck
Author: Barney Bérubé
Author: Adam N. Sempek
Author: Sumit Khandelwal
Author: Edmund Hamann
Author: Rebecca H. Scarborough
Author: H. D. Adamson
Author: Elke Stracke
Author: Margarita Espino Calderon