7. A meta-synthesis of qualitative research on effective teaching practices for English Language Learners

2006 ◽  
pp. 245-277 ◽  
Author(s):  
Kip Téllez ◽  
Hersh C. Waxman
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Effective Teaching ◽  
Language Learners ◽  
Teaching Practices ◽  
English Language ◽  
Effective Teaching Practices

Teacher Change in Elementary Science Instruction with English Language Learners: Results of a Multiyear Professional Development Intervention across Multiple Grades

2012 ◽  
Vol 114 (8) ◽  
pp. 1-42 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Teacher Professional Development ◽  
Language Learners ◽  
Teaching Practices ◽  
English Language ◽  
Classroom Observations ◽  
Development Intervention ◽  
Accountability Policy ◽  
Teacher Professional

Background Current classroom practices have largely been shaped by changing student demographics, including English language learners (ELLs), and evolving accountability policies. The teacher professional development intervention in this study takes place against this backdrop. Research Questions This study examined change in teachers’ knowledge and practices while they participated in a 5-year teacher professional development intervention designed to improve science instruction while supporting literacy development of ELLs in the context of accountability policy in science. The study also examined whether teacher change was associated with predictor variables. Setting and Participants The study involved all science teachers (a total of 198 teachers) in Grades 3–5 from six urban elementary schools in a large school district. Over the 5-year period of the study, each teacher could participate in the intervention for 3 years, although there were high rates of teacher mobility. Intervention A series of curriculum units was developed that constituted the entire science curriculum for Grades 3–5 and replaced the district-adopted curriculum in the six participating schools. Over their 3-year participation in the intervention, teachers could attend a total of 14 full-day workshops during the summers and throughout the school years. Research Design The study used a longitudinal design over the 5-year intervention with a treatment group consisting of six elementary schools. Data Collection and Analysis Both questionnaire and classroom observations were used to measure reform-oriented practices in science and English for speakers of other languages (ESOL)/bilingual education in the following areas: (a) teacher knowledge of science content, (b) teaching practices to promote scientific understanding, (c) teaching practices to promote scientific inquiry, and (d) teaching practices to support English language development. During the 3-year period of their participation, teachers completed the questionnaire prior to beginning the intervention and at the end of each school year and were observed once in the fall and once in the spring each year. A series of multilevel models was used to examine change in the questionnaire and observation scales. Conclusions The results from the questionnaire (what teachers reported) and classroom observations (what teachers were observed doing) indicated some improvements in teachers’ knowledge and practices in teaching science to ELLs over the intervention. Grade taught was the most pronounced predictor variable and distinguished the fifth grade, the grade at which science counted toward the state accountability policy. Despite improvements, teachers’ knowledge and practices generally did not meet the goal of reform-oriented practices.

scholarly journals Challenges Facing the Nigerian Teacher of English Language.

2019 ◽  
pp. 265-271
Author(s):  
Oguamanam Ann Dibugo
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Effective Teaching ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Environment ◽  
Effective Teaching And Learning

This paper sets out to investigate the challenges facing the Nigerian teacher of English language in order to boost effective teaching and learning of the language. The importance of English language in our Nigerian society is glaring and the teacher of English is an important agent in the achievement of proficiency in the spoken and written English. The teacher encounters a lot of challenges in the process of imparting knowledge to English language learners in a second language environment. This study also examines the place of English language in Nigeria, the expected roles of the teacher and proffers some recommendations to these challenges facing the Nigerian teacher of English language.

Misconceptions About ELLs

2021 ◽  
pp. 698-716
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

scholarly journals PERAN SISWA DALAM PEMBELAJARAN BAHASA INGGRIS DI PUSDIKLAT BAHASA KEMHAN

Epigram ◽  
2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Nidia Sofa
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Learning ◽  
Military Background ◽  
The Military ◽  
Selection Of

AbstractThis ethnograpic qualitative research aimed to understand the students’s role like kinds of learners’ roles appeared, when they appeared, and factors that influenced the appearance. The result showed that there were two roles of English language learners at Defense Force Language Centre of Ministry of Defense, active/productive and receptive. The active/productive covers the role as imitator, initiator and partner which appear during communicative approach. The receptive role includes the attitude when they obey the instruction, when they perform task, and when they process any information given by instructors. The factors influenced are the selection of different methods by instructors, the military background, and level of class.Keyword: English language learning, the role of learners, adult learnersAbstrakPenelitian kualitatif etnografis ini bertujuan untuk memahami peran siswa dalam pembelajaran bahasa Inggris seperti peran yang muncul, kapan peran tersebut muncul, dan faktor yang mempengaruhinya. Hasil penelitian menunjukkan bahwa peran siswa di Pusdiklat Bahasa Kemhan terbagi dua, yaitu aktif/produktif dan reseptif. Peran aktif muncul ketika siswa berperan sebagai imitator, inisiator dan partner. Peran ini muncul di pembelajaran komunikatif. Peran reseptif muncul ketika mengikuti perintah atau arahan dari instruktur, ketika mengerjakan tugas dan menyimak pelajaran. Peran ini muncul di kelas yang menerapkan metode tradisional. Faktor munculnya berbagai peran adalah pemilihan metode pengajaran bahasa, budaya kemiliteran, dan tingkatan kelas.Katakunci: pembelajaran bahasa Inggris, peran siswa, pelajar dewasa

Misconceptions About ELLs

2018 ◽  
pp. 1-19
Author(s):  
Lara Christoun ◽  
Jun Wang
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
English Language ◽  
General Education Teachers ◽  
Negative Attitudes ◽  
School Communities ◽  
American Students

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.

Supporting English Learners' Development of Intelligible Speech

2019 ◽  
pp. 380-401
Author(s):  
Solange Lopes Murphy ◽  
Timothy M. Hall ◽  
Angelica Lina Vanderbilt
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Language Learners ◽  
English Learners ◽  
Teaching Practices ◽  
English Language ◽  
Second Language Development ◽  
Language Groups ◽  
Intelligible Speech ◽  
American Schools

In this chapter, the authors discuss how ESL and general education teachers can judiciously infuse intelligibility-based pronunciation teaching into content-based classrooms. First, within a broad understanding of second language development, they identify various sources of English Language Learners' pronunciation problems, and a rationale for why pronunciation teaching should aim for intelligibility rather than for nativeness. They then present the major pronunciation challenges of the five largest language groups in American schools and offer intelligibility-focused teaching practices to stimulate discussion and evolve teacher practice in harmony with the Common Core State Standards (CCSS). The chapter closes with exercises to further explore implementation of pronunciation teaching practices for ELs' language and academic development.

scholarly journals Metadiscourse Markers in Scientific Journal Articles

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Veronica Esti Nugrahani ◽  
Barli Bram
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Discourse Analysis ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Language Teaching ◽  
Scientific Journal ◽  
Special Edition ◽  
Journal Articles

This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching.  The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker.  Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing. 

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language
Sign in / Sign up

Export Citation Format

Share Document