scholarly journals Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools

2019 ◽  
Vol 21 (2) ◽  
pp. 46-79
Author(s):  
Ryan Deschambault
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
International Students ◽  
Public Education ◽  
International Education ◽  
Language Learners ◽  
English Language ◽  
Wide Range ◽  
Educational Migration ◽  
K 12

This article examines the relationship between international education and English as an additional language (EAL) education in British Columbia’s public education system. Drawing on a wide range of data generated as part of a longitudinal study of high school aged fee-paying international students (FISs) in an urban school district in British Columbia, I make the case that FIS recruitment and presence is having a socializing impact on EAL education in British Columbia’s public schools. In contrast to the way FISs are accounted for in official government statistics, I show how, across multiple actors and dimensions of the public system, FISs are routinely treated and represented as English language learners (ELLs). I argue that these routinized constructions are evidence of the multilayered socialization of EAL education by internationalization efforts in British Columbia’s K-12 sector, and discuss some of the ways this FIS socialization is consequential for EAL learning and teaching in public high schools. I situate my discussion of the FIS-EAL relationship within the larger context of applied linguistics and education-related research on internationalization and educational migration in K-12 settings, and raise questions about how FIS socialization is relevant to discussions of public education.

Representations of immigrants and refugees in US K-12 school-to-home correspondence: an exploratory corpus-assisted discourse study

Corpora ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. 153-179 ◽  
Author(s):  
Cynthia Berger ◽  
Eric Friginal ◽  
Jennifer Roberts
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Foreign Born ◽  
Post Secondary ◽  
Text Simplification ◽  
English Speaking ◽  
K 12

This study details a comparative, corpus-based discourse analysis of corpora containing educational documents distributed to parents and guardians of K-12 children in public schools in the United States (US). The exploratory local corpus (n=152,934) contains parent-directed educational documents collected from four public schools in a city located in the south-eastern US with an unusually high percentage of foreign-born residents. The comparison corpus (n=147,796) contains parent-directed documents collected from a sampling of K-12 schools across the US. Following Baker et al. (2008) , keyness and collocations were utilised as central theoretical notions and tools of analysis, in addition to a lexical sophistication comparison, in order to investigate text simplification across corpora. Results show that while the first corpus used labels for students that were superficially inclusive, English language learners themselves were discursively represented as outsiders facing barriers to inclusion that native-English speaking monolingual students do not face. Furthermore, the first corpus revealed an emphasis on identifying and categorising language learners so as to provide them with immediate services, while the non-geographically specific corpus focussed more on the long-term development of learners and on preparation for post-secondary education. We discuss the implications for language policy in public education and for policies related to K-12 school-to-home correspondence.

Differentiating Instruction for Young English Language Learners in the Content Areas

2018 ◽  
pp. 90-110
Author(s):  
Kristen M. Lindahl
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Differentiated Instruction ◽  
Language Learners ◽  
English Language ◽  
Content Areas ◽  
Differentiating Instruction ◽  
Academic Settings ◽  
K 12 ◽  
Academic Content

This chapter explores the practice of differentiating instruction for young English Language Learners (ELLs) in the academic content areas. While ELLs are the most rapidly growing demographic in US K-12 public schools, they are also the most diverse, and will thus benefit from dynamic instruction that meets their needs to provide challenge, success, and fit. Based upon earlier applications of differentiated instruction (such as those in Tomlinson, 1999), this chapter proffers four examples of differentiated activities for young ELLs in math, science, social studies, and language arts. It then extends traditional implementation of differentiated instruction to include students' funds of knowledge and their linguistic repertoire, thereby providing teachers of young ELLs more holistic means to extend student engagement with the content and the type of language favored in academic settings.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 723-740
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 263-279
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

The Language Policy of Placement Tests for Newcomer English Learners

2016 ◽  
Vol 32 (7) ◽  
pp. 936-968 ◽  
Author(s):  
Kendall King ◽  
Martha Bigelow
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Literacy Skills ◽  
Placement Test ◽  
Formal Schooling ◽  
High Stakes

U.S. public schools are required to establish policies ensuring that English language learners have equal access to “meaningful education.” This demands that districts put into place mechanisms to determine student eligibility for specialized English language services. For the most states, this federal requirement is fulfilled through the local administration of the WIDA–Access Placement Test (W-APT), arguably the most widely used, yet under-studied, English language assessment in the country. Through intensive participant observation at one, urban new student intake center, and detailed qualitative, discursive analysis of test administration and interaction, we demonstrate how the W-APT works as a high-stakes assessment, screener, and sorter, and how test takers and test administrators locally negotiate this test and enact this federal and state policy. Our analysis indicates that the W-APT is problematic in several respects, most importantly because the test does not differentiate adequately across students with widely different literacy skills and formal schooling experiences.

scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

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