Accessing the Classroom Discourse Community Through Accountable Talk: English Learners’ Voices

TESOL Journal ◽  
2016 ◽  
Vol 7 (3) ◽  
pp. 667-699 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Penny B. Howell ◽  
Margarita Vidrio Magaña
Keyword(s):  
English Learners ◽  
Classroom Discourse ◽  
Discourse Community ◽  
Accountable Talk

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

2018 ◽  
Vol 120 (11) ◽  
pp. 1-28
Author(s):  
Avary Carhill-Poza
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Classroom Discourse ◽  
Language Use ◽  
Academic Language ◽  
Immigrant Students ◽  
Spanish Speaking ◽  
Emergent Bilingual ◽  
Peer Talk ◽  
Adolescent Immigrant

Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Effects of the Implementation of Proposition 227 on the Education of English Learners, K - 12: Year 3 Report

2003 ◽  
Author(s):  
Amy Merickel ◽  
Robert Linquanti ◽  
Thomas B. Parrish ◽  
Maria Pérez ◽  
Marian Eaton ◽  
...  
Keyword(s):  
English Learners ◽  
Proposition 227 ◽  
K 12

Effects of the Implementation of Proposition 227 on the Education of English Learners, K - 12: Year 2 Report

2002 ◽  
Author(s):  
Thomas B. Parrish ◽  
◽  
Robert Linquanti ◽  
Amy Merickel ◽  
Heather E. Quick ◽  
...  
Keyword(s):  
English Learners ◽  
Proposition 227 ◽  
K 12
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