Language Teaching Strategies for Preschool English Learners

2017 ◽  
Vol 2 (1) ◽  
pp. 170-178 ◽  
Author(s):  
Megan Dunn Davison ◽  
Cathy Huaqing Qi
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
English Learners ◽  
The United States ◽  
Book Reading ◽  
Language Outcomes ◽  
Language Abilities ◽  
School Settings ◽  
Language Strategies ◽  
Home And School

English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than one language. The purpose of this review is to provide an analysis of current language strategies shown to be effective in enhancing the language outcomes of preschool children who are English learners. These strategies include shared book reading approaches that are incorporated across home and school settings, explicit vocabulary instruction, and repeated exposure to vocabulary in both languages.

Shared Book Reading Interventions With English Learners: A Meta-Analysis

2018 ◽  
Vol 88 (5) ◽  
pp. 712-751 ◽  
Author(s):  
Lisa Fitton ◽  
Autumn L. McIlraith ◽  
Carla L. Wood
Keyword(s):  
English Learners ◽  
Meta Analysis ◽  
The United States ◽  
Shared Reading ◽  
Educational Activity ◽  
Sensitivity Analyses ◽  
Book Reading ◽  
Shared Book Reading ◽  
The Impact ◽  
Positive Effect

The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners’ outcomes. Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.

scholarly journals Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 194-202
Author(s):  
Veronica Fierro ◽  
Holly L. Storkel
Keyword(s):  
English Learners ◽  
Research Study ◽  
Language Disorder ◽  
Treatment Method ◽  
Book Reading ◽  
Bilingual Children ◽  
Preliminary Treatment ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Clinical Research Study

This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six years old) children with developmental language disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

Beyond home and school: community-based media and youth voice on pandemic life in the United States

2021 ◽  
Vol 15 (1) ◽  
pp. 112-116
Author(s):  
Rafi Santo ◽  
David Phelps ◽  
Colin Angevine ◽  
Alexandra Lotero ◽  
Lucy Herz
Keyword(s):  
United States ◽  
School Community ◽  
The United States ◽  
Youth Voice ◽  
Community Based ◽  
Home And School

Issues and Applications of Sensory Integration Theory and Treatment With Children With Language Disorders

1999 ◽  
Vol 30 (4) ◽  
pp. 383-392 ◽  
Author(s):  
Daria M. Mauer
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Sensory Integration ◽  
Language Disorders ◽  
Integration Theory ◽  
School Settings ◽  
Wide Range

Sensory integration (SI) intervention is used with children with a wide range of learning and developmental challenges. Research both supports and questions the constructs of SI and the efficacy of SI intervention. Therefore, the purpose of this article is to facilitate an understanding of SI theory and intervention; delineate strategies that can enhance language, learning, and academic success for students; and provide suggestions for ways to contribute to our knowledge through further research in school settings.

Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States

2021 ◽  
pp. 003804072199600
Author(s):  
Stephanie L. Canizales
Keyword(s):  
Los Angeles ◽  
Educational Attainment ◽  
Language Learning ◽  
English Language ◽  
Meaning Making ◽  
Immigrant Youth ◽  
The United States ◽  
English Language Learning ◽  
Youth Workers ◽  
K 12

Immigration scholars agree that educational attainment is essential for the success of immigrant youth in U.S. society and functions as a key indicator of how youth will fare in their transition into adulthood. Research warns of downward or stagnant mobility for people with lower levels of educational attainment. Yet much existing research takes for granted that immigrant youth have access to a normative parent-led household, K–12 schools, and community resources. Drawing on four years of ethnographic observations and interviews with undocumented Latinx young adults (ages 18 to 31) who arrived in Los Angeles, California, as unaccompanied youth, I examine the educational meaning making and language learning of Latinx individuals coming of age as workers without parents and legal status. Findings show that Latinx immigrant youth growing up outside of Western-normative parent-led households and K–12 schools and who remain tied to left-behind families across transnational geographies tend to equate education with English language learning. Education—as English language learning—is essential to sobrevivencia, or survival, during their transition to young adulthood as workers and transnational community participants.

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