Parent involvement in early childhood: a comparison of English language learners and English first language families

This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning.     

Pedagogical differences during a science and language intervention for English language learners

The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed.     

Teacher agency,positioning, and English language learners: Voices of pre-service classroom teachers

This study explores the identity (re)negotiations and agency of three pre-service classroom teachers who received their ESL (English as a Second Language) endorsement at a research university in the United States. An analysis of interview data and teachers' journal entries, from a narrative positioning perspective, indicates that the teachers took on various, and sometimes conflicting, positional identities in relation to their social context (e.g., mentor teachers, ELLs, etc.). The findings further indicate that those positional identities have shaped teachers' agency and self-reported classroom practices. The analysis presented provides implications for teachers of ELLs and teacher educators.     

Collaboration to teach English language learners: opportunities for shared teacher learning

This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students.     

Understanding our learners and developing reflective practice: Conducting action research with English language learners

This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. Drawing on surveys, action research projects conduced with ELLs and reflection papers as data, the study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs. Students stated that they felt they had grown as teachers, were more reflective, and more confident about teaching in general, and teaching ELLs in particular.     

The Salamanca Statement and sign language education for deaf learners 25 years on

ABSTRACT

The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex in bilingual education for deaf students in certain countries, and the World Federation of the Deaf (WFD), joined by Swedish and Danish government and deaf advocacy organisation delegates, successfully lobbied for inclusion of Section 21. This section makes three claims regarding the importance of policy-level recognition of differences among learners, the right of deaf learners to education in a national sign language, and the suggested greater suitability of deaf schools or congregated programmes for many deaf learners. The Salamanca Statement, like Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) and related General Comments, makes universalising claims within a rights-based framework; however, the competing claims of deaf advocacy organisations have posed a challenge and corrective to such statements since deaf learners are often excluded in inclusive classrooms.     

Predictors and outcomes of early versus later English language proficiency among English language learners

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.     

Supportive classrooms for Latino English language learners: Grit,ELL status,and the classroom context

Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two Latino student characteristics (English language learner status and grit) in relation to their academic achievement. Using a sample of fourth- and fifth-grade Latino students from the Measures of Effective Teaching dataset (n = 3,272), the authors conducted a series of nested regression models with two- and three-way interactions between student characteristics and student perceptions of classroom characteristics. Findings revealed that grit is most strongly associated with Latino English language learners’ English/language arts achievement when students perceived that teachers used high levels of care and control. We conclude with implications for practitioners.     

Using talk to scaffold referential questions for English language learners

Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher’s talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed.     

Teachers fostering the co-development of science literacy and language literacy with English language learners

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other.     

The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.     

Inviting conversation: meaningful talk about texts for English language learners

In Canada, as in other anglophone countries, classrooms are becoming more diverse as the number of English language learners (ELLs) increases. More and more teachers are faced with the task of meeting the needs of culturally and linguistically diverse students. In this article, I share excerpts of dialogue between ELL students, native English‐speaking children and their teacher during guided reading events. Excerpts will illustrate how conversations around texts during reading activities can shape and extend the construction of meaning for the benefit of all, but especially for ELL students. Based on Vygotsky's (1986) proposition that learning is socially situated, I suggest four ways for teachers to structure meaningful conversations: through questioning, teaching vocabulary, engaging in collaborative talk and recognising that the culture and identity of the child are important to literacy learning.     

The discourse of language learning strategies: towards an inclusive approach

This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic imperialism theory and post-colonial education's responses to allegations therein: multicultural education theory, critical race theory, and technological egalitarianism. This section also highlights the difference between formal and informal learning in order to validate multiple learning strategies. Section two of this paper then analyses two prominent works by Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa. 2013. Language learning strategies: What every teacher should know. South Melbourne: Heinle Cengage Learning]. This section suggests that even though Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa] made attempts to incorporate diverse voices into language learning strategy theory, her efforts in turn potentiate those who already have access to education. Finally, the concluding section postulates five principles for including marginalized voices in the discourse of language learning strategies in order to propose contextualized definitions: (1) incorporate non-extractive research among the marginalized, (2) document local knowledges and practices in marginalized communities, (3) confront one's own identity of privilege before, during, and after research, (4) allow those on the margins to define learning strategies, and (5) develop diversity within TESOL.     

The Storyline approach: promoting learning through cooperation in the second language classroom

In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11–13-year-olds took on the roles of families who had moved into a new street in England, and highlights the role played by cooperative group work in the second learning process.     

Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds

While there is a body of research concerning the education of students with migrant or refugee backgrounds, little of this research focuses on primary school-aged children. In order to address this gap, the current paper utilises data gained from an ethnographic study to consider the challenges and opportunities associated with diverse classrooms designed for students learning English, in which students come from a complex range of backgrounds and may have experienced trauma. The paper provides support for sociocultural learning approaches, whereby students’ own cultural and linguistic background are treated as beneficial to education rather than as obstacles to be overcome.     

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners

This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading comprehension of Spanish-speaking ELLs.

English language learners and kindergarten entry age: Achievement and social-emotional effects

In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a longitudinal study that followed a national sample of U.S. students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed.     

The Namibian inclusive education policy's response to gender nonconforming learners

The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non-conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non-conforming learners. The study further discovered culture, religious beliefs, lack of training and lack of information on gender non-conformity as factors preventing teachers to interpret the IE policy statement in relation to gender non-conformity. The study recommends for the IE policy to have a clear statement and guidelines on handling of gender non-conformity issues in schools. The study further recommends for the programmes for in-service teacher training to integrate the content on sexuality and gender diversity. Moreover, through in-service teacher training, education officers should provide correct information on gender non-conformity to curb the discrimination towards gender non-conforming learners within the school communities.     

An institutional approach to English language proficiency

As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect of their English language provision. Increasingly, auditing bodies are expecting universities to demonstrate a commitment to supporting students adequately in this area and to be able to articulate a systematic process for doing so, along with a sound rationale and conceptual framework. This has put pressure on English-medium universities everywhere to review their English language provision and to develop creative and theoretically-informed solutions to what is perceived by many in the sector as a complex and very pressing issue, particularly given its financial ramifications and its importance in terms of the student experience. This article describes one such initiative at the University of South Australia, outlining both its conceptualisation and issues around its implementation.     

Building a whole school approach and teacher efficacy with English language learners

Current professional development initiatives show a preference for whole school approaches. However, pedagogy related to English language learners (ELLs) is often not widely dispersed in New Zealand primary schools, impacting on teacher efficacy with these learners. This paper discusses findings from a qualitative study which aimed to identify influences shaping the dispersal of ELL-related pedagogy in two schools in contrasting socio-economic areas. Data from semi-structured individual interviews with teachers at different class levels revealed unique patterns for the dispersal of ELL-related pedagogy in each school. Teacher data indicated that these patterns were influenced by the performance of ELLs in national standards testing, as well as the special characteristics of ELLs in each setting and the distinctive nature of each context. The dispersal of ELL pedagogy in each school impacted differentially on opportunities to build a sense of collective teaching efficacy with ELLs in that setting, but also raised questions about whether one size should be expected to fit all.