A Clinical Hypothesis for Intermittent Unintelligibility in Two English Language Learners

2008 ◽  
Vol 15 (3) ◽  
pp. 82-91
Author(s):  
Deborah Rhein
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Speech Language Pathologists ◽  
Speech Pattern ◽  
English Only ◽  
School Based ◽  
Academic Settings ◽  
English Speaking

Abstract Purpose: This article reports an unusual speech pattern produced by two English Language Learners (ELLs), who developed intermittent unintelligibility shortly after placement in English-only academic settings. Method: In order to determine if this speech pattern had been observed by other speech-language pathologists (SLPs), 123 school-based speech language pathologists (SLPs) were surveyed as to their experience with the pattern in both monolingual English-speaking and bilingual (languages unspecified) students aged 3-21 years. Results: The majority (76%) of SLPs reported having observed the pattern in school-age monolingual and bilingual children. Conclusions: A theoretical framework to explain the sudden development of intermittent unintelligibility in the two children in the case study as well as other children who produce the speech pattern as reported by the survey respondents is presented. Different clinical implications are suggested for different clinical populations and areas in need of further study are also discussed.

Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection

2011 ◽  
Vol 12 (4) ◽  
pp. 128-138 ◽  
Author(s):  
Gordon W. Blood ◽  
Laura A. Robins ◽  
Ingrid M. Blood ◽  
Michael P. Boyle ◽  
Erinn H. Finke
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Critical Role ◽  
School Personnel ◽  
Further Education ◽  
Cyber Bullying ◽  
Speech Language Pathologists ◽  
School Based ◽  
Relational Bullying

Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bully” when dealing with relational bullying. This study extends the literature on perceptions of school personnel, specifically SLPs, and their role in preventing student victimization. Many SLPs are likely to assist clients in dealing with physical, verbal, and cyber bullying, but may need further education regarding the seriousness of, and need for intervention in, relational bullying.

Equity for English Language Learners in the Mathematics Classroom

2008 ◽  
Vol 15 (3) ◽  
pp. 185-191
Author(s):  
Gina M. Borgioli
Keyword(s):  
English Language Learners ◽  
Interpersonal Communication ◽  
Language Learners ◽  
English Language ◽  
Mathematics Classroom ◽  
Academic Tasks ◽  
English Only ◽  
Text Reading ◽  
English Speaking ◽  
Academic Content

Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English (Cummins 1981). In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving written or oral justifications of their problem-solving strategies in English (Clarkson and Galbrath 1992; Cuevas 1984; Cummins 1984; Moschkovich 2000; Ron 1999). A language barrier should not be mistaken for a learning problem or a deficit. English-speaking peers of ELLs should also avoid assigning them lower social and academic status because of nonnative language skills and perceived inability to perform well on social and academic tasks (Cohen et al. 2004).

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

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.

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

Differentiation 2.0

2016 ◽  
pp. 798-816
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

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