Imagining and Moving Beyond the ESL Bubble: Facilitating Communities of Practice Through the ELL Ambassadors Program

When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from varied countries of origin, this article shows how program participants strengthened their English language skills and achieved academic success, demonstrating tremendous agency as they gained access to, and were socialized within, interest-based communities of practice. Further, this article documents how youth imagined and claimed new identities, moving beyond the insulation and isolation of the ESL bubble to gaining confidence through interest-based learning with other peers. Findings suggest that interest-based peer programs at schools may create important opportunities for ELLs’ academic, language, and identity formation.     

Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.     

Professional development for practicing mathematics teachers: a critical connection to English language learner students in mainstream USA classrooms

This article examines the effects of changing teacher self-efficacy on student achievement. Results from a quantitative study of mathematics teachers in a USA mid-Atlantic state showed that teachers experienced reduced self-efficacy when working with English language learner students (ELLs) relative to non-ELLs. Further, the article explores professional development opportunities for strengthening teachers’ effectiveness with ELLs. The study utilized a four-part survey instrument based on the Teacher Sense of Efficacy Scale (TSES). All participants (n = 181) were mathematics educators from the highlighted state, and 94 % of them were preK-12 public school practicing classroom teachers. Study results indicate that teachers’ participation in professional development on ELL instruction is positively correlated to their heightened sense of self-efficacy. This finding points to continuing education as a potentially viable approach to reducing academic challenges for ELL students in mainstream mathematics classrooms by developing ever more effective practicing teachers.     

Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus on uses of photography in classrooms for young children. What is lacking, however, is substantial reference to the planned use of language along with image creation through photography for the language development of English Language Learners (ELLs) in the early childhood classroom. Teacher training, too, devotes insufficient attention to either visual literacy or visual communication. This article provides a discussion of the role of the visual in English language development as a basis for a sample photography project that can be incorporated into a course for pre-service teachers in methods of teaching ELLs. Pre-service teachers thus experience the project first-hand in terms of image creation and the planning of appropriate content, language, and visual literacy objectives. The resulting visual products then function as teaching resources themselves; however, effective visual learning for ELLs requires that teachers possess such an informed understanding of the techniques that structure and assist language development.     

Developmental Differences in Curriculum-Based Measurement (CBM) Reading Aloud Growth Rates Between English-Speaking Students and English Language Learners in Grade 8

The purpose of this study was to examine the developmental difference in curriculum-based measurement (CBM) reading aloud performance between Grade 8 English-speaking students and English language learners (ELLs) using two theories of reading development: compensatory model and cumulative model. Fifty non-ELLs and 133 ELLs were administered the same CBM reading aloud probes in fall, winter, and spring. The simplex model and latent growth model were used to identify the most appropriate reading model for each group. The results revealed that the compensatory model was appropriate for both groups. Limitations and educational implications are presented.     

A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

Abstract

This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07).     

“They come with nothing:” How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners

Especially in the United States' “New South,” rapid growth in numbers of Latino/a students, particularly Latino/a English Language Learners (ELLs), has resulted in a cultural clash that is reflected in the often prejudiced attitudes of predominantly white monolingual teachers towards such students. Drawing on qualitative data collected as part of a mixed-methods multi-year study of the effects of teacher training in the culturally responsive Instructional Conversation pedagogy on ELL academic outcomes, the authors argue that while New South teacher attitudes towards ELLs often remain prejudiced, Instructional Conversation training seems to mitigate those negative attitudes over time.     

Linguistic Complexity,Schematic Representations,and Differential Item Functioning for English Language Learners in Math Tests

This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item response theory difficulty parameters in a state fourth-grade math test. This study revealed that the greater the item nonmathematical lexical and syntactic complexity, the greater are the differences in difficulty parameter estimates favoring non-ELLs over ELLs. However, the impact of linguistic complexity on DIF is attenuated when items provide nonlinguistic schematic representations that help ELLs make meaning of the text, suggesting that their inclusion could help mitigate the negative effect of increased linguistic complexity in math word problems.     

The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and reflections were collected. The PSTs' experiences left them feeling like outsiders, fostering greater empathy for ELLs. As the PSTs faced the challenges of studying abroad, they developed ways of coping, which influenced their dispositions toward ELLs and the accommodations they wanted to make when teaching ELLs in their future classrooms. A model of the PSTs' learning progression within the study abroad experience is offered as a lens to consider their transformations. Findings suggest it would be beneficial for educators traveling abroad with PSTs to find ways to make explicit the connections between personal encounters and future teaching experiences.     

Effective Writing Assessment and Instruction for Young English Language Learners

The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of the total school population. This article focuses on instructional writing strategies and assessments for English Language Learners in the elementary classroom. This article provides early childhood education teachers with information about differences amongst English Language Learners because they are not a homogenous group. English Language Learners’ academic abilities can range from emergent readers, writers, and speakers of English to proficient readers, writers, and speakers of English.     

THE CONFIDENCE TO TEACH ENGLISH LANGUAGE LEARNERS: EXPLORING COURSEWORK'S ROLE IN DEVELOPING PRESERVICE TEACHERS' EFFICACY

As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves.     

过程教学法理念指导下的英语写作教材设计研究

在以英语作为外语的写作教学活动中,占主导地位的教学方法主要有三种:结果教学法、体裁教学法和过程教学法。目前国内高校英语专业所采用的教材多根据结果教学法理论和体裁教学法理论编写,与这两种教学方法相比,过程教学法有这二者无法比拟的优势,目前在很多高校和中学的英语写作教学课堂中使用,但是和这种教学方法相匹配的教材目前却少之又少。对这三种主要英语写作教学理论进行比较分析并尝试提出基于"过程教学法"理论的英语写作教材的编写原则,具有非常重要的理论和实践研究价值。     

Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

Abstract

The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching 2—designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in seven middle schools were randomized within teacher to the intervention or the control condition. Treatment effects were tested separately for academic language and science knowledge. For the whole group, results indicated posttest differences favoring the treatment group sections were statistically significant for academic language and science. For ELLs however, posttest differences favored the treatment group for academic language only. Follow-up analyses investigating implementation found that treatment fidelity was related to gains in both academic language and science knowledge for the group as a whole and for ELLs. Effect sizes suggest the intervention was promising in promoting the academic language in science of both ELLs and their English proficient classmates.     

Genre Analysis on Introduction of English Major Masters' Graduation Thesis

The introduction of the academic paper, as a type of discourse, are not only an indispensable part of the thesis, but also a kind of social behavior with communicative purpose. The introductions are the essence of academic papers, so it is particularly important for postgraduates to write English introduction. Therefore, the introduction of academic writing, as a genre, has been widely studied for many years. This study analyzes a 50-research-article corpus of English introductions chosen at random with theories relating to genre and genre analysis. These research articles from masters' graduation thesis in the field of applied linguistics(Research Article, i.e. for RA) are analyzed from macro-level and micro-level. And this study is to explore English postgraduates how to choose genre structure, language forms and the communicative purpose that the introductions should achieve. The result shows that some English introductions of the masters' graduation thesis differ from the international general pattern in frequency and quantity of moves, due to the influence of the context. To some extent, this study is significant in teaching academic paper writing.     

Integrating Science And English Proficiency For English Language Learners

Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (a) literacy strategies with all students, (b) language support strategies with ELLs, (c) discourse strategies with ELLs, (d) home language support, and (e) home culture connections.     

Investigating Parent and Professional Perspectives Concerning Special Education Services for Preschool Latino Children

Population changes in the US have created new challenges for service providers responsible for screening, determining eligibility, and providing appropriate educational services to young English Language Learners (ELLs). Six focus groups (two each) with administrators, teachers, and parents were conducted in two different locations to investigate the referral, diagnostic evaluation, and placement of prekindergarten Latino children who are ELLs and their families. The purpose of this study was to: (a) identify effective practices that differentiate between cultural/linguistic differences and learning differences; (b) identify the gaps in the current special education services; and (c) make recommendations to reduce the disproportionate representation of young ELL children based on these data. The results revealed a number of factors contributing to the disproportionality of young ELL children in special services such as: inconsistent screening and evaluation methods; insufficient numbers of bilingual professionals and trained interpreters; communication barriers and contradictory procedures that undermine meaningful partnerships with parents of ELLs; the need for professional development on the purposes and administration procedures of screening and evaluation tools; and a need for policy and regulation changes pertaining to ELL children such as the timing of screenings and evaluations.     

Envisioning collaboration: including ESOL students and teachers in the mainstream classroom

The inclusion of language learners and the imperative to meet the needs of English language learners in the mainstream classroom call upon teachers of English for speakers of other languages (ESOL teachers) and mainstream teachers to work together; however, little research has been done in US contexts to understand collaborative efforts between ESOL and mainstream teachers. Research thus far has focused on the inclusion of English language learners (ELLs), but this paper argues that we need to look more closely at the inclusion of teachers of ELLs, by examining how three ESOL teachers and three of their mainstream counterparts envision their work as collaborative. We found that when pairs envisioned their work as collaborative, they created a synergy that constructed a broader network of resources for ELLs by bringing together more people, materials, ideas and abilities than either teacher was able to generate alone. This network allowed both teachers in the pair to become part of a larger conversation, and connected both teachers to others who were working to foster the academic success of ELLs.     

Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations

Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including ELLs, by providing explicit representations of unobservable scientific systems. However, whether and how such technologies can be beneficial for these underserved students has not been sufficiently investigated. In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students’ understanding of properties of matter and chemical reactions during inquiry instruction. The results show that after interacting with the visualizations, both ELLs and non-ELLs showed significant improvement in their understanding of the target concepts at the molecular level on both the immediate test and the delayed test (3 months after the study). In particular, aligned with the goals of the NGSS, all students, including ELLs, were able to demonstrate their understanding of how energy and matter are involved in chemistry through developing molecular models, critiquing models, and constructing scientific explanations. This study shows the potential benefits of using interactive visualizations during inquiry instruction as a resource to help all students, including ELLs who are traditionally underserved in mainstream classrooms, develop a more coherent understanding of abstract concepts of molecular processes during chemical phenomena.     

过程体裁教学法在英语写作教学中的运用

写作教学是高校英语教学中的一个难点,国内外专家和学者对此提出了大量理论与教学方法.通过对目前国内高校英语写作教学现状的分析,对比了运用较多的三种教学法理论——成果法、过程法及体裁法在英语写作教学中的优势和局限性,阐述了综合以上三种教学法的优点和长处的过程体裁教学法的内涵及积极作用,并对教师如何在英语写作教学中开展过程体裁教学法的教学步骤进行了探讨。