Effects of the Implementation of Proposition 227 on the Education of English Learners, K - 12: Year 1 Report

2001 ◽  
Author(s):  
Thomas B. Parrish
Keyword(s):  
English Learners ◽  
Proposition 227 ◽  
K 12

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

scholarly journals Improving Outcomes for English Learners Through Technology: A Randomized Controlled Trial

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110255
Author(s):  
David Harper ◽  
Anita R. Bowles ◽  
Lauren Amer ◽  
Nick B. Pandža ◽  
Jared A. Linck
Keyword(s):  
Randomized Controlled Trial ◽  
English Learners ◽  
Multilevel Models ◽  
Controlled Trial ◽  
Control Group ◽  
Randomized Controlled ◽  
K 12 ◽  
Support Students ◽  
Sample Homogeneity ◽  
Trial Intervention

English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district ( N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.

Portfolios

2016 ◽  
pp. 166-183
Author(s):  
Joan Lachance
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Teacher Candidates ◽  
Theory And Practice ◽  
Teaching Performance ◽  
Graduate Level ◽  
Capstone Project ◽  
K 12

Graduate level teacher candidates preparing to work with English learners participate in coursework related to theory and practice for many aspects of second language acquisition. In this presentation the author describes and discusses an innovative capstone project, completed in the context of the second language acquisition course, which conceptualizes and embodies performance-based assessments. What makes this exceptional is that teacher candidates demonstrate deep insight regarding the authenticity of using performance-based assessments with K-12 English learners while simultaneously connecting the concepts to their own pre-service teaching performance-based assessments; Portfolios2.

English Learners (EL) and Computer Science (CS) Learning

2021 ◽  
pp. 70-87
Author(s):  
Sumi Hagiwara ◽  
Neledith Janis Rodriguez
Keyword(s):  
Computer Science ◽  
English Learners ◽  
Student Participation ◽  
Future Research ◽  
Playing Field ◽  
Linguistic Challenges ◽  
K 12

The national call to increase student participation in CS is widely adopted, but there is limited research that examines English learners (EL) on the agenda for K-12 CS education. This chapter contributes to the literature by analyzing the landscape of EL in computer science and highlighting the linguistic challenges that EL students experience in CS. By understanding significant themes that emerge from these challenges, we conclude with recommendations on how to support EL and future research and strategies for creating a more equitable playing field in CS education for English learners.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

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