Preparing to teach English language learners : exploring the change in mainstream teachers' perceptions of ELL students in two online certification courses

2014 ◽  
Author(s):  
Nilufer Guler
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Mainstream Teachers ◽  
Teachers Perceptions ◽  
Ell Students

Can Online Education Be the Answer?

2017 ◽  
pp. 182-209
Author(s):  
Nilufer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Online Education ◽  
Language Learners ◽  
English Language ◽  
Online Discussions ◽  
Online Classes ◽  
Mainstream Teachers ◽  
Ell Students ◽  
Online Communities Of Practice

The number of English Language Learners (ELLs) is increasing rapidly in American schools, and mostly, they are enrolled in mainstream classes. This means that mainstream teachers have an important role in the academic success of these students. However, research on mainstream teachers and ELL students suggests that mainstream teachers may have negative perceptions of ELLs, and they may use the wrong approach to teaching these students, owing to their lack of knowledge in ELL education. This study aims to demonstrate how online classes on ELL education, and developing online communities of practice, might change mainstream teachers' methods of instruction of ELLs. The results showed that mainstream teachers significantly changed their perceptions and instructional strategies for teaching ELLs as a result of taking online classes, and particularly, online discussions had an important role in this change of perception. Some implications for developing online ELL education courses for pre-service and in-service teachers are also provided.

Teaching Mathematics to Elementary ELL Students

2018 ◽  
pp. 141-157
Author(s):  
Ozgul Kartal ◽  
Nilufer Guler ◽  
Dincer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Teaching Mathematics ◽  
Mainstream Teachers ◽  
Ell Students ◽  
School Time ◽  
School Day

The number of English language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes. They are pulled out a few hours in a school day for ELL services. Therefore, it is crucial to educate mainstream teachers in how to teach ELL students. Mathematics is one of the hardest topics for ELLs. This chapter aims to uncover some of the challenges that elementary ELLs have in math classes and provide some implications on how to better teach math to ELL students.

scholarly journals Physical Educators Teachers Perceptions when Teaching English Language Learners (ELL)

2022 ◽  
Vol 26 (284) ◽  
pp. 2-12
Author(s):  
Cristina Iannacchino ◽  
Amaury Samalot-Rivera
Keyword(s):  
New York ◽  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Physical Educators ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Ell Students ◽  
Lack Of Knowledge

The purpose of this study was to explore how physical educators from the state of New York accommodate English Language Learners (ELL) in their Physical Education (PE) classes. Furthermore, to find out how many teachers have a background in foreign languages and the strategies they use to teach these students. A content-validated open-ended questionnaire was used to collect the data. A total of 53 PE teachers completed the questionnaire. Results from this study indicated that the majority (73%) do not know a second language other than English. They also expressed the need for teacher preparation programs to provide more information on effective strategies on how to teach ELL students. Data analysis uncovered two recurrent themes: (a) lack of knowledge on a second language, and (b) the lack of knowledge of effective teaching strategies. Professional development opportunities and clear guidelines on how to teach ELL students need to be provided to PE teachers.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

Ensuring Social Justice for English Language Learners

2021 ◽  
pp. 489-506
Author(s):  
Juan A. Rios Vega ◽  
Cecile M. Arquette ◽  
Hwa Lee ◽  
Heljä Antola Crowe ◽  
Jana Lynn Hunzicker ◽  
...  
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
English Language ◽  
Future Research ◽  
Credit Hours ◽  
Ell Students ◽  
Course Work

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

English Language Learners and School Belonging: Implications for School Counselor Practice

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Qi Shi ◽  
Jennifer Watkinson
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
School Personnel ◽  
School Belonging ◽  
Evidence Based ◽  
Student Needs ◽  
Ell Students

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

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