scholarly journals Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs

2021 ◽  
Vol 18 (1) ◽  
pp. 75-112
Author(s):  
Shoshannah Hernandez
Keyword(s):  
School Districts ◽  
Teacher Identity ◽  
Self Efficacy ◽  
Urban Areas ◽  
English Language ◽  
The United States ◽  
Language Learner ◽  
Rural School Districts ◽  
Teacher Responsibility ◽  
Mainstream Classrooms

The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms. This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.  

Special Education Policy Change

2017 ◽  
Vol 36 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Brenda L. Barrio
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
School Districts ◽  
Policy Change ◽  
Rural Areas ◽  
English Language ◽  
The United States ◽  
Rural School ◽  
Disproportionate Representation ◽  
Rural School Districts

Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.

scholarly journals Fiscal Trends and Enrollment Change in Rural School Districts

1980 ◽  
Vol 9 (2) ◽  
pp. 102-107
Author(s):  
Theodore R. Alter ◽  
Dan E. Moore
Keyword(s):  
School Districts ◽  
Growth Rates ◽  
Urban Areas ◽  
Metropolitan Areas ◽  
The United States ◽  
Rural School Districts ◽  
Demographic Trend ◽  
Population Growth Rates ◽  
Socioeconomic Characteristics ◽  
Metropolitan Growth

Until recently, the dominant demographic trend in the United States had been an increasing flow of people from rural to urban areas and a concentration of population in the nation's cities. Early in the 1970s, however, it became clear that this historically dominant trend had been reversed. People were leaving the cities for the countryside, and nonmetropolitan areas were experiencing higher population growth rates than metropolitan areas. The now familiar “turnaround” along with the socioeconomic characteristics of metro to nonmetro migrants and their reasons for moving has been well documented in the literature (Beale, 1975; Zuiches and Brown; Fugitt and Voss). Most evidence indicates that this trend emerges from a decline in metropolitan growth rates and an increase in nonmetropolitan growth rates originating twenty to thirty years ago, and is likely to be with us for some time into the future (Fugitt and Voss, pp. 10 and 37).

School Violence among Children and Adolescents in Rural Communities

2016 ◽  
pp. 78-94
Author(s):  
Michelle F. Wright
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Children And Adolescents ◽  
School Violence ◽  
Urban Areas ◽  
The United States ◽  
Rural School ◽  
School Shootings ◽  
Future Research ◽  
Rural School Districts

School violence gained increased attention after highly publicized school shootings occurred in a variety of different school districts across the United States. Some of these school shootings occurred in nonurban communities, suggesting that such violence can occur in all areas, even those originally thought to be immune to such violence. As a result of these incidences, more research was conducted on school violence in nonurban communities and it quickly became clear that children and adolescents from rural school districts were often exposed to school violence at similar levels as those children and adolescents from urban areas. The aim of this chapter was to review research concerning school violence among children and adolescents in rural school districts, and to make recommendations for policy and school violence reduction programs as well as future research.

scholarly journals The Relationship Between English Language Proficiency and Politeness in Making Requests: A Case Study of ESL Saudi Students

2019 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
The United States ◽  
English Language Proficiency ◽  
Language Learner ◽  
Second Phase ◽  
Saudi Students ◽  
Two Phases ◽  
The Relationship

The acquisition of language as well as the acquisition of social consideration, or politeness, are two sets of separate skills. However, the lack of language knowledge by an English language learner can result in social mistakes that can be perceived as impolite by native speakers. The present study aimed to explore the relationship between English language proficiency and politeness in making requests at retail shops, specifically focusing on Saudi students in the United States. There were five participants in this study: two Saudi ESL students with low English proficiency; two Saudi Ph. D. students with advanced English proficiency, and an American waiter who speaks English as a native language. The study was conducted by using a qualitative research method in two phases. The first phase included observing all participants during interaction, and the second phase included interviewing a server at one of the restaurants where the students visited. The main findings revealed that there was no strong correlation between politeness and English language proficiency in making requests. However, there were some factors found in this study that contributed to politeness level, such as intonations and the use of politeness markers.

scholarly journals Deportations Near the Schoolyard: Examining Immigration Enforcement and Racial/Ethnic Gaps in Educational Outcomes

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989907
Author(s):  
J. Jacob Kirksey ◽  
Carolyn Sattin-Bajaj ◽  
Michael A. Gottfried ◽  
Jennifer Freeman ◽  
Christopher S. Ozuna
Keyword(s):  
School Districts ◽  
Civil Rights ◽  
Educational Outcomes ◽  
English Language ◽  
The United States ◽  
Immigration Enforcement ◽  
Cross Sectional ◽  
Language Arts Achievement ◽  
Records Access ◽  
Racial Ethnic

With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latino/a origin. This study examined the associations between deportations near school districts and racial/ethnic gaps in educational outcomes in school districts across the country. With data from the Stanford Educational Data Archive, the Civil Rights Data Collection, and the Transactional Records Access Clearinghouse, this study used longitudinal, cross-sectional analyses and found that in the years when districts had more deportations occurring within 25 miles, White-Latino/a gaps were larger in math achievement and rates of chronic absenteeism. No associations were found for gaps in English language arts achievement or rates of bullying. Implications for researchers, policymakers, and school leaders are discussed.

scholarly journals Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Chih-hsuan Wang ◽  
Jamie Harrison ◽  
Victoria Cardullo ◽  
Xi Lin
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Equation Modeling ◽  
Academic Self Efficacy

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.    

scholarly journals Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

2016 ◽  
Vol 9 (9) ◽  
pp. 134
Author(s):  
Charles Gibson
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
The United States ◽  
Language Learner ◽  
Achievement Gaps ◽  
English As Second Language ◽  
Language Students

<p>Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.</p>

Walking a mile in their shoes: Developing pre-service music teachers’ empathy for ELL students

2016 ◽  
Vol 35 (3) ◽  
pp. 425-434 ◽  
Author(s):  
Yiyue Zhang
Keyword(s):  
English Language ◽  
Music Teachers ◽  
Focal Point ◽  
The United States ◽  
Language Learner ◽  
Cultural Immersion ◽  
Preparation Programs ◽  
Ell Students ◽  
Immersion Experience ◽  
Service Music

In recent decades, music educators have become increasingly aware of the English Language Learner (ELL) population due to mainstreaming and inclusion policies. Meanwhile, the need for adequately preparing pre-service music teachers has become a focal point for music teacher preparation programs in the United States. In this article, I will 1) discuss the importance of developing pre-service music teachers’ empathy for ELL students; 2) offer suggestions for developing empathic pre-service music teachers; and 3) describe how a classroom cultural immersion experience can help pre-service music teachers to develop their empathy as well as increase their awareness of effective teaching strategies for ELL students. Through a short-term classroom cultural immersion experience, pre-service music teachers in the U.S. learned what it was like to be an ELL; as a result of their experience, they became more culturally and linguistically responsive. They deepened their level of empathy for ELLs, and expanded their knowledge base of techniques for effective music teaching.

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

scholarly journals Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia

2019 ◽  
Vol 40 (2) ◽  
pp. 12-22 ◽  
Author(s):  
Robert Mitchell ◽  
Allison Wynhoff Olsen ◽  
Patrick Hampton ◽  
James Hicks ◽  
Danette Long ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Rural Communities ◽  
School Districts ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Rural School Districts ◽  
Preparation Programs ◽  
Initial Exposure ◽  
The U.S

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.

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