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Full-Text Articles in Education
New Book Publication Announcement, Tapestry Staff
New Book Publication Announcement, Tapestry Staff
TAPESTRY
An announcement of a new edited book titled “Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators” published by Harvard Education Press in 2012 describing an innovative infusion approach to the preparation of all teachers to effectively address the language, literacy, and content learning needs of English learners (ELs) in general education classrooms.
Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson
Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson
TAPESTRY
This essay review discusses Everett (2012), Language: The Cultural Tool, with particular emphasis on implications for educators. While Everett does not belong to the discourse of pedagogy and policy for classrooms, his findings and arguments resonate powerfully with the contemporary challenges of PK-12 classrooms and teacher preparation.
Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel
Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel
TAPESTRY
This article reports the findings of a case study centered upon the implementation of a coteaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.
Editor's Note, Tapestry Staff
Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry
Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry
TAPESTRY
A report on the development and implementation of the Teaching English Language Learners (TELLs) certificate program at Miami University, in Oxford Ohio.
Infusing El Content And Instruction Into English Education Courses, Donna Niday
Infusing El Content And Instruction Into English Education Courses, Donna Niday
TAPESTRY
An article presenting a five-stage process of infusing EL-relevant topics into English education courses.
Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson
Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson
TAPESTRY
An article describing the author's experiences with ELs as well as with infusing EL content within a foundations course.
Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz
Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz
TAPESTRY
An article describing the process of embedding English learner topics in the sociocultural studies in education course the authors teach.
The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni
The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni
TAPESTRY
A description of the evolution of EL Infusion in Florida, where the State Department of Education requires all teacher candidates to be prepared to work with ELs.
Editor's Note, Tapestry Staff
Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez
Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez
TAPESTRY
Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.
Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz
Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz
TAPESTRY
In this manuscript, the authors encourage classroom teachers and school leaders to learn about the home culture and language of the growing English learner population if they are to respond effectively to these students’ language, literacy, and content learning needs. These funds of knowledge have been shown to help teachers adjust instruction in ways that permit students to engage more actively in language, literacy, and content learning tasks. In addition to offering recommendations for administrators and teachers working to improve literacy of ELLs within and outside the school setting, the authors share sample surveys that can be used to gather …
In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck
In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck
TAPESTRY
This longitudinal case study provides an in-depth exploration of the journey toward bilingualism and biliteracy of two older adopted Salvadoran siblings in U.S. schools. Data sources include observations in the home and school, interviews, written artifacts, field notes, and various reading test scores. Analysis suggests that literacy instruction in English tended to focus more on phonics and fluency than comprehension and vocabulary, and it assumed a level of oral proficiency in English that neither of the children had. Spanish literacy instruction was aimed toward children of Mexican origin that was neither culturally relevant nor geared toward their specific language needs. …
Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms, Philip C. Smith
TAPESTRY
This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude …
Editor's Note, Tapestry Staff
Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole
Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole
TAPESTRY
Text: Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press.
“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero
“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero
TAPESTRY
With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers' understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students.
Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners, Leslie Patterson, Carol Wickstrom, Jennifer Roberts, Juan Araujo, Chieko Hoki
Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners, Leslie Patterson, Carol Wickstrom, Jennifer Roberts, Juan Araujo, Chieko Hoki
TAPESTRY
Culturally Mediated Writing Instruction invites students to take an inquiry stance toward issues of interest and significance—exploring issues, framing questions, gathering information, synthesizing findings into messages, publishing or presenting their findings, and assessing their efforts before moving on to other inquiries. CMWI can be seen as a rich and dynamic landscape of literacy tasks, routines, practices, materials, and dialogues that invites students to ask questions and to look for answers to those questions. Data from four high-school classrooms illustrate that CMWI teachers made interdependent and layered instructional decisions in response to students' needs, and that they provided mediation toward for …
Editor's Note, Tapestry Staff
Home To School Transitions: A Guatemalan Family Portrait, Lisa Crayton
Home To School Transitions: A Guatemalan Family Portrait, Lisa Crayton
TAPESTRY
This study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family's young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider's perspective of the life experiences of children from non-mainstream homes. Understanding their home reading and writing experiences, and their transition to school literacy, is valuable for reading teachers facing increasingly diverse students from multicultural backgrounds.
Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach, Karen S. Vocke
Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach, Karen S. Vocke
TAPESTRY
Cultural and linguistic differences within the migrant population, coupled with the transient nature of these families, often present challenges that can inhibit the education of migrant students in our schools. How can schools and communities come together to provide resources and services for this vulnerable population? Through the theoretical lens of Paulo Freire, we identify the need to work against the current educational trend toward increased standardization and work towards a model of education that is both individualized and democratic. For migrant students, individualizing educational experiences often means reaching out to the families for linguistic support. We have found the …
Vocabulary Development In The Science Classroom: Using Hypermedia Authoring To Support English Learners, Robert Pritchard, Susan O'Hara
Vocabulary Development In The Science Classroom: Using Hypermedia Authoring To Support English Learners, Robert Pritchard, Susan O'Hara
TAPESTRY
This study investigated the impact of authoring hypermedia projects on the academic vocabulary development of middle school, ESL students. Vocabulary definitions, inprocess verbalizations, observations and semi-structured interviews were the primary means of collecting data and assessing vocabulary growth. The results of this study indicate that hypermedia authoring had a positive impact on students' understanding of grade level, science concepts as well as on student engagement in and attitudes toward vocabulary building activities. Thus, the procedures implemented in this study provide a potential model for teachers to follow as they attempt to facilitate their students' vocabulary and concept development.
A Study Of Optimism Among Latinos In A Successful Urban School, Kathleen A.J. Mohr
A Study Of Optimism Among Latinos In A Successful Urban School, Kathleen A.J. Mohr
TAPESTRY
This quantitative study investigated the levels of optimism and self-concepts of 76, fourth-sixth graders who attend an academically successful, English immersion, private school serving a majority Latino and urban population. Two instruments measured the students' self-perceptions with expected and unexpected results. Although academically successful and functioning as the majority, these Latinos were not particularly optimistic. Gender, language proficiency, and grade level were all factors related to the significant findings. The related discussion challenges educators to explore the various aspects contributing to positive self-concepts and to better understand how to develop and sustain optimism among students often considered academically at-risk.
Editor's Note, Tapestry Staff