Productive Instructional Practices for English-Language Learners: Guiding Principles and Examples from Research-Based Practice

1999 ◽  
Vol 33 (2) ◽  
pp. 306
Author(s):  
Fernando Polito ◽  
Russell Gersten ◽  
Scott K. Baker ◽  
Sussan Unok Marks
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Guiding Principles

scholarly journals A Pilot Study: Magic Tricks in the ELL Classroom Increasing Verbal Communication Initiative and Self-Efficacy

2020 ◽  
Vol 2 (1) ◽  
pp. p11
Author(s):  
Kevin Spencer ◽  
Stephanie Balmer
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Linguistic Knowledge ◽  
Learner Motivation ◽  
Self Confidence ◽  
Magic Trick ◽  
Authentic Language

Instructional practices for English language Learners (ELLs) are multifaceted. They must address everything from communication skills to learner motivation. As a means of tapping student curiosity, learning to perform simple magic tricks is a creative task-based language teaching approach that promotes student self-confidence and engages them in interactionally authentic language. The learning of a magic trick becomes the means of helping students to use the linguistic knowledge they already have as well as a source for new linguistic knowledge. Teaching ELLs simple magic tricks is one approach that increases student communication and produces improvement in academics, self-confidence, resiliency, and social skills.

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

2021 ◽  
pp. 675-697
Author(s):  
Kathryn Jones ◽  
Jason R. Mixon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Practices ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Writing Process

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

2020 ◽  
pp. 47-75
Author(s):  
Kathryn Jones ◽  
Jason R. Mixon
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Practices ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Writing Process

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

The Self-Determined English Language Learner

2017 ◽  
pp. 148-159
Author(s):  
Lori Suzanne Hepburn ◽  
Kathryn Jones
Keyword(s):  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
The Self ◽  
Self Determination ◽  
Working Definition ◽  
Definition Of

English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.

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
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