scholarly journals School support, parental involvement, and academic and social-emotional outcomes for English-language learners in elementary school.

2012 ◽  
Author(s):  
Sarah Niehaus
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Parental Involvement ◽  
Language Learners ◽  
English Language ◽  
School Support ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

English Language Learners and Mainstream Instruction to Enhance SEL Literacy

2021 ◽  
pp. 368-389
Author(s):  
Brittany Ann Garling ◽  
Michelle Huntress ◽  
Jill Siefken ◽  
Jacalyn S. Swink ◽  
Tessa Yackle
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Core Competencies ◽  
Emotional Learning ◽  
Professional Experience ◽  
Academic Skill ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mainstream Students

This chapter is grounded in the five social-emotional learning (SEL) core competencies within the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The authors present approaches and benefits associated with integrating SEL into literacy development for mainstream students at every grade level. Additionally, they explore how this integration supports English language learners in both academic and non-academic ways. Based on professional experience supported by current research, the authors offer how the incorporation of SEL into literacy instruction supports students' motivation, attitude, peer connections, and academic skill development.

scholarly journals The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

2006 ◽  
Vol 14 ◽  
pp. 13 ◽  
Author(s):  
Wayne E. Wright ◽  
Daniel Choi
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
High Stakes Testing ◽  
High Stakes ◽  
Ell Students ◽  
Sheltered English Immersion ◽  
The Impact ◽  
Sheltered English

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.

Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners

2014 ◽  
Vol 116 (4) ◽  
pp. 1-34
Author(s):  
Lucy Rader-Brown ◽  
Aimee Howley
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Instructional Strategies ◽  
Language Learners ◽  
English Language ◽  
School Teachers ◽  
Content Area Teachers ◽  
Teachers Attitudes ◽  
Use Of Research

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.

Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes

2021 ◽  
pp. 000-000
Author(s):  
Kendra M. Lewis ◽  
Stefanie D. Holloway ◽  
Niloofar Bavarian ◽  
Naida Silverthorn ◽  
David L. DuBois ◽  
...  
Keyword(s):  
Elementary School ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Positive Action ◽  
Social Emotional Outcomes

scholarly journals Urban elementary school teachers' knowledge and practices in teaching science to English language learners

2008 ◽  
Vol 92 (4) ◽  
pp. 733-758 ◽  
Author(s):  
Okhee Lee ◽  
Scott Lewis ◽  
Karen Adamson ◽  
Jaime Maerten-Rivera ◽  
Walter G. Secada
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
English Language ◽  
Teaching Science ◽  
School Teachers ◽  
Urban Elementary School
Sign in / Sign up

Export Citation Format

Share Document