Spanish-Speaking English Language Learners’ Experiences in High School Chemistry Education

2012 ◽  
Vol 90 (2) ◽  
pp. 152-158 ◽  
Author(s):  
Annette Flores ◽  
K. Christopher Smith
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
Chemistry Education ◽  
English Language ◽  
High School Chemistry ◽  
Spanish Speaking

Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners

2016 ◽  
Vol 48 (3) ◽  
pp. 463-483 ◽  
Author(s):  
Louis J. Kruger ◽  
Chieh Li ◽  
Edward Kimble ◽  
Rachel Ruah ◽  
Diana Stoianov ◽  
...  
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Exit Exam ◽  
High School Exit Exam ◽  
High School Exit

scholarly journals How far can they go? : English language learners' math course taking in high school and school practices

2021 ◽  
Author(s):  
◽  
Jeong Mi Moon
Keyword(s):  
High School ◽  
English Language Learners ◽  
Longitudinal Study ◽  
Language Learners ◽  
English Language ◽  
Student Choice ◽  
Marginalized Students ◽  
School Practices ◽  
Prior Achievement ◽  
High Level

Over the last three decades in the U.S., schools have endeavored to provide more equitable access to rigorous courses, especially for racially or socioeconomically marginalized students, and increased those students' participation in higher level courses. Despite such improvement, the gaps in high level courses enrollment among racially or socioeconomically different student groups still remain with those marginalized students underrepresented in the high level courses. The present study focused on another marginalized group of students, English language learners (ELLs) and sought to identify school practices that may improve ELLs' access to advanced math courses in high school. Using the High School Longitudinal Study of 2009, the present study examined three key school practices in association with ELLs' taking advanced math: i) student choice-based math placement policies, ii) math encouraging programs for underrepresented studentudy found that only math PLCs had a statistically significant association with the probability of taking advanced math courses, net of prior achievement and other student- and school-level factors. The math PLCs examined here represented a collaboration among math teachers to learn effective teaching methods and discuss their teaching/learning belief for students including ELLs or under-performing students. It found no differential effects of school practices and ELLs' taking advanced math courses, the main focus of this study. However, the findings indicate that ELLs can also benefit from high quality math PLCs as much as other students. The key finding of the present study suggests the possible area that school leadership and educators should develop to improve students' access to advanced math courses net of their prior achievement. Particularly for ELLs, the finding suggests that training content area teachers may help ELLs more readily access academicarformance. Most importantly, considering taking advanced math in high school is a critical issue for ELLs in regard to their participation in the STEM (science, technology, engineering, and mathematics) workforce in the future, there should be more research that explicitly investigates school policies and practices that may facilitate ELLs' access to higher level courses in high school. keywords: English language learners, High School Longitudinal Study of 2009, math professional learning communities, student choice, advanaced math

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.

Rapid shift in naming efficiency on a rapid automatic naming task by young Spanish-speaking English language learners

2020 ◽  
Vol 41 (4) ◽  
pp. 847-872
Author(s):  
Stephanie McMillen ◽  
Linda Jarmulowicz ◽  
Michael M. Mackay ◽  
D. Kimbrough Oller
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Processing ◽  
Repeated Measures ◽  
English Language ◽  
Lexical Processing ◽  
Naming Task ◽  
Processing Efficiency ◽  
Spanish Speaking ◽  
Rapid Shift

AbstractThe present study analyzed lexical processing efficiency in Spanish-speaking English language learners (ELLs) and their monolingual English-speaking peers from kindergarten through second grade. Specifically, changes in the patterns of speed and accuracy on a rapid object-naming task were evaluated across languages for the ELL children and across the groups of children. Repeated measures analysis of variance demonstrated that ELL children have a rapid shift in language processing efficiency from Spanish to English by the end of kindergarten. Results also showed that by the end of kindergarten ELL children were slightly faster and more accurate in English compared with their monolingual peers. This work provides perspective on how lexical processing is impacted by the development of a dual lexical system. We discuss how lexical density, strength of lexical connections, and environmental constraints may influence this rapid shift in lexical processing efficiency for young Spanish-speaking ELL children.

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