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Articles 1 - 9 of 9
Full-Text Articles in Education
Alumnus Profile: Welcome Committee
Alumnus Profile: Welcome Committee
Action in Education
The Newcomer Center, an English language learner high school co-founded in 2003 by College of Education alumnus Mario Perez, gives its immigrant students and their families an opportunity to be successful in America, and to see themselves as agents for change regardless of language ability. The Q&A article discusses Perez, his school, and his time at DePaul.
Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner
Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner
Teaching/Writing: The Journal of Writing Teacher Education
This article explores how a sudden shift to distance learning created unique challenges in a co-requisite course for English language learners. Focusing on critical thinking and advanced ESL composition during the COVID-19 Pandemic required course adjustments and a new way of thinking about how to teach and learn in unprecedented times.
Post-Program English Language Learners: Successful Learners Or Struggling Learners?, Tianna Bankhead
Post-Program English Language Learners: Successful Learners Or Struggling Learners?, Tianna Bankhead
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
As an educator in the field of English Language Development, I have chosen to explore the experience of four participants that have exited their ELL program within the last 1 - 2 years in Lincoln Public Schools. I wanted to capture the first-hand experience of secondary students by exploring where they are finding successes since being formally considered proficient in English and where they are struggling. I interviewed these students and explored their academic world as well as the social world within the school setting. At the conclusion of the study, I found that students are academically achieving success in …
Breaking Silence: The Voices Of Syrian Refugee Children In The Canadian Classroom, Sara Shahbazi, Alyssa Palazzolo, Geri Salinitri
Breaking Silence: The Voices Of Syrian Refugee Children In The Canadian Classroom, Sara Shahbazi, Alyssa Palazzolo, Geri Salinitri
Journal of Global Education and Research
The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District’s growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences.
Promoting Learner Agency Through Critical Pedagogy In The English Language Classroom, Susan Zyphur
Promoting Learner Agency Through Critical Pedagogy In The English Language Classroom, Susan Zyphur
School of Leadership and Education Sciences: Student Scholarship
In this self-study action research project, I explored how students exercised agency and how it may be affected by a critical pedagogy approach in a community college English as a Second Language (ESL) setting. The participants were adults enrolled in an advanced ESL course in a community college in the greater San Diego area. Students engaged in three dialogic circles as part of a needs assessment dialogue and two successive critical pedagogy dialogues. Data were collected using a classroom observation protocol (supported by audio recordings of the dialogues), student writings in response to journal prompts, and an analytic journal which …
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
Journal of Educational Research and Practice
This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Our research shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. We suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.
Using Think-Alouds To Support And Enhance English Language Learners' Comprehension Of Multimodal Texts, Daibao Guo, Eun Hye Son, Katherine Landau Wright
Using Think-Alouds To Support And Enhance English Language Learners' Comprehension Of Multimodal Texts, Daibao Guo, Eun Hye Son, Katherine Landau Wright
Literacy, Language, and Culture Faculty Publications and Presentations
Research has demonstrated that elementary students may not be skilled interpreters of multimodal science texts (McTigue & Flowers, 2010). This challenge may be enhanced for English language learners (ELLs), whose language skills are still developing. Therefore, in this qualitative case study, we implement think-aloud protocols to understand three striving ELL readers’ comprehension processes and use of comprehension strategies. Then we collaborated with three pre-service teachers to design individualized comprehension instructions. After 7-weeks of intensive tutoring, findings show students were able to use a greater variety comprehension strategies. Classroom implications are discussed to provide best instructional practice for striving ELL readers.
Examining The Longer-Term Impact Of A Home-Visiting Intervention Program On The School Readiness Skills Of English Language Learners In Kindergarten, Michelle Mccann
Examining The Longer-Term Impact Of A Home-Visiting Intervention Program On The School Readiness Skills Of English Language Learners In Kindergarten, Michelle Mccann
Theses and Dissertations (Comprehensive)
Young English Language Learners (ELL) present with varied profiles in their language and literacy development with parental involvement promoting development. The Home Instruction for Parents and Preschool Youngsters Program (HIPPY) is a free home-visiting intervention designed to empower parents to be their child’s first teacher. The current study examined the effectiveness of the HIPPY program on language, reading, and social/emotional skills of kindergarten aged ELLs. The HIPPY group was compared to an English as a first language group (EL1) and a control group of ELL students who did not participate in HIPPY (ESL). Participants were assessed at two time points, …