Education Commons^™

Best Practices For English Learners With Disabilities In Us Schools – A Systematic Review, Samiratu Bashiru, Jennifer E. Smith

Journal of English Learner Education

This systematic review investigated best practices for enhancing academic achievement among English Learners with Disabilities (ELDs) in US schools. By examining 17 peer-reviewed articles and comparing them to the CEC 2014 Quality Indicators, the study identifies significant practices, including culturally responsive methods, technology integration, evidence-based strategies, addressing service delivery challenges, and improving assessment tools. This review has limitations related to inconsistent terminology and highlights the need for standardized language and continued research. It recommends integrating culturally responsive practices, leveraging technology, and refining inclusive assessment tools. This review provides educators, policymakers, and researchers insights, emphasizing ongoing teacher development and policy alignment …

Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin

Journal of English Learner Education

According to TESOL standard 1, teacher candidates are required to have knowledge about language including: having knowledge in foreign language grammar and how English develops in ELLs (standard 1a), comprehension of language acquisition and how L1 influences learning (standard 1b), and understanding of the language process where an interlanguage develops as ELLs become comfortable using English (standard 1c) (TESOL International Association, 2018). To identify whether teacher candidates in TESOL courses are prepared to meet TESOL standards 1a, 1b, and 1c, a study was conducted to test one hundred teacher candidates’ knowledge of basic linguistic features of English and the five …

Ell Families: Myths, Truths And Strategies For Engagement, Stephanie Knight, Marjaneh Gilpatrick

Journal of English Learner Education

This article is the first in our new category, Teaching Tips. These are practitioner articles designed to enhance existing in-service teacher's classroom strategies with ELs.

Parental involvement may be the strongest predictor of a child receiving a solid education. This means it is vital that teachers and administrators understand the students’ families’ culture and the way they view education. We also must be proactive with them so that we can empower them with literacy strategies to ensure academic success. Also, many English Language Learner (ELL) families are not familiar with the school system in the United States and may …

How Did Those Get There? Exploring Structures And Pyramids On Mars, Abby Rau, Brooke Becker

Journal of STEM Arts, Crafts, and Constructions

The makeup of students in our classrooms is becoming more diverse. With this change comes the need for educators to provide accommodations for students and to employ a range of instructional strategies. Arts integration in the content areas is one way to engage students and to encourage individual expression. The purpose of this practical article is to highlight a lesson incorporating the arts and Edward de Bono’s CoRT Thinking Skills to support twice exceptional learners, specifically English Language Learners and students with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder. Doctoral students considered the formation of pyramids and structures on Mars using …

Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo

This study focuses on the outwardly similar cultures of Taiwan and mainland China and the subtle differences within them. The study was conducted as part of the requirements of doctoral program in Instructional Design and Development at a public university in the southeastern United States. Using a qualitative case study approach, the study demonstrates that there are cultural similarities between mainland China and Taiwan, however instructors should also be aware of the differences when developing relationships with students and developing course content. A mini-workshop was developed for the study to help teach instructors about the two cultures. However, the mini-workshop …

The Use Of Response To Intervention With English Learners, Anna Burnley

RTIs assist teachers in adjusting instruction to support ELs in acquiring English and content-area knowledge and learning behaviors. The use of RTIs with ELs can supplement support for ELs as an integrated concept of the sheltered instruction (SI) commonly provided for this student population.

The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff

Empowering Research for Educators

Family and Consumer Sciences (FCS) content and English as a Second Language (ESL) strategies can be organically incorporated to create a successful education for an English Language Learner (ELL). The first objective of this research project is to discover how prepared Family and Consumer Sciences teachers feel to work with English Language Learners in the classroom. The second objective is to identify practical and effective methods and strategies that are useful for Family and Consumer Sciences teachers instructing English Language Learners. The rationale for this project is that by identifying the challenges faced by English Language Learners in education, teachers …

Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin

Journal of Pedagogy, Pluralism, and Practice

In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …

Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson

All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …

Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega

Democracy and Education

This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak in an …

English-Spanish Cognates In The Charlotte Zolotow Award Picture Books: Vocabulary, Morphology, And Orthography Lessons For Latino Ells, José A. Montelongo, Anita C. Hernández, Roberta J. Herter

Reading Horizons: A Journal of Literacy and Language Arts

English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in English and Spanish as a result of a common etymology. Because of the similarities in the two languages, Spanish-dominant Latino English Language Learners (ELLs) can be taught to recognize English cognates thereby increasing their bilingualism and bi-literacy for these two languages.

There are over 20,000 English-Spanish cognates, many of the academic vocabulary words. Despite their vast educational potential, however, cognates are typically excluded as a word category in the language arts curriculum, thus denying Latino ELLs of a resource for acquiring English-Spanish bilingualism and bi-literacy.

English-Spanish …