Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey.

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

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Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children

Early Education and Development ◽

10.1080/10409289.2015.1077038 ◽

2015 ◽

Vol 27 (4) ◽

pp. 513-531 ◽

Cited By ~ 11

Author(s):

Jorge Gonzalez ◽

Sharolyn Pollard-Durodola ◽

Laura Saenz ◽

Denise Soares ◽

Heather Davis ◽

...

Keyword(s):

Early Literacy ◽

English Language Learner ◽

English Language ◽

Language Learner ◽

Literacy Profiles

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Farmhands and Factory Workers, Honesty and Humility: The Portrayal of Social Class and Morals in English Language Learner Children's Books

Teachers College Record ◽

10.1177/016146810911101101 ◽

2009 ◽

Vol 111 (11) ◽

pp. 2560-2588 ◽

Cited By ~ 1

Author(s):

Joelle Sano

Keyword(s):

Content Analysis ◽

Social Class ◽

English Language Learner ◽

English Language ◽

Language Learner ◽

Read Aloud ◽

Children's Books ◽

Children’S Books ◽

Caldecott Medal ◽

Ell Students

Background/Context Although much research has evaluated children's books for depictions of gender, little has centered on the portrayal of immigrants and social class. This investigation utilizes Bourdieu's theory of capital reproduction in education, Durkheim's conception of collective conscience and morals, and Bowles and Gintis's critique of schooling to evaluate these depictions and to investigate the functions of English language learner (ELL) education. Focus of Study This analysis investigates the representation of immigrants and class in children's books read aloud in ELL classrooms. Research Design Using lists provided by a leading school of education, the investigation uses a content analysis of 50 books often read aloud to ELL students based on five economic and cultural capital indicators. Additionally, the research included a content analysis of the morals presented by these books and by the past 20 Caldecott Medal-winning books. Findings Findings suggest strong differences in class portrayals and morals between ELL classroom and Caldecott Medal-winning books. Additionally, the evidence shows that the ELL books portray various ethnic immigrant groups differently, often supporting popular stereotypes about these ethnicities. Conclusions and Recommendations The study provides possible implications of the findings on the educational and career aspirations of ELL students and suggests that future researchers focus on participant-observation to expand these findings.

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