Unlocking the Power of Academic Vocabulary with Secondary English Language Learners Yu RenDong Gainesville, FL: Maupin House, 2011. Pp. v + 158.

2013 ◽  
Vol 47 (2) ◽  
pp. 433-435
Author(s):  
Mairin Hennebry
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Academic Vocabulary ◽  
Secondary English ◽  
Secondary English Language Learners

The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners

2018 ◽  
pp. 111-130
Author(s):  
Hyesun Cho
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Portfolio Assessment ◽  
Electronic Portfolio ◽  
Secondary English ◽  
Hybrid Identities ◽  
Teachers And Students ◽  
Language Classrooms

This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.

Using E-Books to Acquire Foundational Academic Vocabulary

2017 ◽  
Vol 53 (2) ◽  
pp. 88-93 ◽  
Author(s):  
Matthew L. Love ◽  
Tracy G. Spies ◽  
Joseph J. Morgan
Keyword(s):  
English Language Learners ◽  
Secondary Students ◽  
Language Learners ◽  
English Language ◽  
Content Area ◽  
Content Standards ◽  
Academic Vocabulary ◽  
Academic Challenges ◽  
Language Needs ◽  
Based Instruction

Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of multimedia-delivered instruction as a support in the development of content area academic vocabulary. One such tool, electronic books (i.e., e-books), can be an effective multimedia resource used to supplement standards-based instruction and preteach content area vocabulary specifically designed for students with exceptional language needs. This article describes methods for analyzing content standards and developing differentiated e-books to preteach academic vocabulary to support students with exceptional language needs in acquiring foundational academic vocabulary. The selection and use of specific tools based on students’ academic and linguistic needs will also be illustrated.

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