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Full-Text Articles in Education

Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd Apr 2019

Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd

Patrick Hales

The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues.


Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. Mar 2019

Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State ...


Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. Mar 2019

Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers ...


Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. Mar 2019

Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

Research on school improvement over the last decade has identified several efforts to implement program innovations to increase student achievement for English learners (ELs). Some schools have been found more successful than others in implementing exceptional models of instruction to meet or exceed student achievement expectations for linguistically diverse students. In order to investigate the factors that influence the establishment of a successful program for ELs, we examined the process of implementing an integrated, collaborative service delivery model of instruction for English learners in a New York suburban elementary school.


Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. Mar 2019

Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State ...


Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. Mar 2019

Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

Research on school improvement over the last decade has identified several efforts to implement program innovations to increase student achievement for English learners (ELs). Some schools have been found more successful than others in implementing exceptional models of instruction to meet or exceed student achievement expectations for linguistically diverse students. In order to investigate the factors that influence the establishment of a successful program for ELs, we examined the process of implementing an integrated, collaborative service delivery model of instruction for English learners in a New York suburban elementary school.


Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. Mar 2019

Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers ...


Co-Teaching: 201, How To Support Ells, Andrea Honigsfeld Ed.D., Maria Dove Ed.D. Mar 2019

Co-Teaching: 201, How To Support Ells, Andrea Honigsfeld Ed.D., Maria Dove Ed.D.

Maria Dove

Many general education classroom teachers and English as a Second Language (ESL) specialists find themselves sharing classroom space as well as responsibilities for planning instruction, teaching, and assessing English Language Learners (ELLs). This service delivery model may be called pushin, team teaching, inclusion, or co-teaching for ESL. Emerging literature on collaborative teaching practices to support ELLs (Pardini 2006; Zehr 2006), and personal experiences as ESL co-teachers and professional developers, have led us to devise guidelines to jumpstart co-taught lessons.


From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D. Mar 2019

From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D.

Maria Dove

Picture a high school class that has English language learners (ELLs) from diverse cultural backgrounds with varied academic abilities and language proficiency levels. Now imagine that this class is being taught by a team of two teachers: one content-area teacher (English) and one English as a Second Language (ESL) specialist. Both teachers work together successfully to provide individualized instruction and support their students' language acquisition and content learning. The students are interested and actively involved in the lessons and are making consistent progress in terms of acquiring language proficiency an content knowledge.


Leaving Us Behind: A Political Economic Interpretation Of Nclb And The Mis-Education Of African American Males, Jamel K. Donnor, Kmt G. Shockley Feb 2019

Leaving Us Behind: A Political Economic Interpretation Of Nclb And The Mis-Education Of African American Males, Jamel K. Donnor, Kmt G. Shockley

Jamel Donnor

No abstract provided.


Fisher V. University Of Texas At Austin And The New White Nationalism, Jamel K. Donnor Feb 2019

Fisher V. University Of Texas At Austin And The New White Nationalism, Jamel K. Donnor

Jamel Donnor

Although Critical Race Theory (CRT) has been used to analyze difficult issues of race and racism in education for over ten years, the function of CRT in educational research is still not entirely clear. By bringing together the voices of various CRT scholars and education experts, this volume presents a comprehensive chorus of answers to the question of how and why CRT should be applied to educational scholarship. The collected chapters address CRT’s foundations in legal theory, current applications of CRT, and possible new directions for CRT in education. Appropriate for both students curious about CRT and established CRT ...


Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney Jan 2019

Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney

Terri M. Carney

No abstract provided.


Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer Dec 2018

Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer

Chris C. Palmer

Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.


D-Stem Equity Model: Diversifying The Stem Education To Career Pathway!!!, Adrienne Coleman Aug 2018

D-Stem Equity Model: Diversifying The Stem Education To Career Pathway!!!, Adrienne Coleman

Adrienne Coleman

According to the National Science Foundation, “the U.S. STEM workforce must be considered in the context of an expanding and vibrant global scientific and technological enterprise” (2014). “The National Academy of Sciences further suggests that, without the participation of individuals of all races and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader”. The stark reality is that there are a disproportionate number of Blacks and Latinos who lack the access and exposure to become STEM-literate. In order for the U.S. to ...


Cara Minum Dan Pemakaian Obat Klg Pills, Klg Pills Aug 2018

Cara Minum Dan Pemakaian Obat Klg Pills, Klg Pills

* 0812-9444-8179 * OBAT-KLG | KLG-ASLI | KLG-PILLs | AGEN-KLG | JUAL-PEMBESAR-PENIS


DIMINUM 1PASANG WARNA HIJAU DAN ORANGE PADA SAAT MENJELANG TIDUR MALAM,BAIK DIMINUM DENGAN AIR HANGAT (USAHAKAN MINUM RUTIN DAN TERATUR UNTUK MENDAPATKAN HASIL YANG MAXIMAL SESUAI YANG DIINGINKAN) DIJAMIN DALAM 7HARI AKAN MULAI NAMPAK HASILNYA


The Effect Of Morphological Strategies Training For English Language Learners, Qizhen Deng, Guy Trainin Aug 2018

The Effect Of Morphological Strategies Training For English Language Learners, Qizhen Deng, Guy Trainin

Qizhen Deng

The purpose of this study was to examine the effect of morphological strategies training for English language learners from an Intensive English Program with different English proficiency levels. A secondary goal was to investigate how the training influences their cognitive load during morphological analysis tasks. Findings from 22 participants revealed that morphological strategies training positively affects the morphological awareness of ELLs and reduces the cognitive load of ELLs for all types of morphological tasks regardless of their English proficiency level: sentence completion, analogy, break down words, and meaning guess.

[Note: Download button links to pdf version; PowerPoint slide version attached ...


Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria Northcote, Peter Kilgour, Daniel Reynaud, Phil Fitzsimmons Jun 2018

Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria Northcote, Peter Kilgour, Daniel Reynaud, Phil Fitzsimmons

Peter Kilgour

The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning.

By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own.

Using a cross-case analysis approach, the data gathered in these three cases ...


Collaborate, Teach And Travel: Librarians And Study Abroad, Nancy A. Cunningham, Susan A. Ariew May 2018

Collaborate, Teach And Travel: Librarians And Study Abroad, Nancy A. Cunningham, Susan A. Ariew

Susan A. Ariew

Presentation about ways librarians can contribute to study abroad programs at their institutions, how library leaders can encourage and support librarian involvement in campus global education, how libraries can assess study abroad efforts and resources for future learning.


Diversifying The Stem Education To Career Pipeline, Adrienne Coleman Mar 2018

Diversifying The Stem Education To Career Pipeline, Adrienne Coleman

Adrienne Coleman

This webinar will provide participants with the results of the Diversifying STEM Think Tank and provide strategies to enhance diversity in the STEM Education to Career Pipeline. It will further focus on the motivation of Black and Latino students to engage in STEM. With an understanding of strategies to diversify, matriculation to higher education may improve, STEM engagement may be enhanced, and visibility in STEM careers may increase. Diversifying the STEM fields may indirectly impact the socioeconomic status of these communities with opportunities to increase their earning potential, have more consistent employment, and obtain leadership positions; while enhancing the industry ...


The Accuracy Of Computer-Assisted Feedback And Students’ Responses To It, Elizabeth Lavolette, Charlene Polio, Jimin Kahng Mar 2018

The Accuracy Of Computer-Assisted Feedback And Students’ Responses To It, Elizabeth Lavolette, Charlene Polio, Jimin Kahng

Jimin Kahng

Various researchers in second language acquisition have argued for the effectiveness of immediate rather than delayed feedback. In writing, truly immediate feedback is impractical, but computer-assisted feedback provides a quick way of providing feedback that also reduces the teacher’s workload. We explored the accuracy of feedback from Criterion®, a program developed by Educational Testing Service, and students’ responses to it. Thirty-two students received feedback from Criterion on four essays throughout a semester, with 16 receiving the feedback immediately and 16 receiving it several days after writing their essays. Results indicated that 75% of the error codes were correct, but ...


Pre-Service Esl Teachers’ Instructional Discourse During One-On-One Tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, Lisa Peluso Feb 2018

Pre-Service Esl Teachers’ Instructional Discourse During One-On-One Tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, Lisa Peluso

Andrea Honigsfeld

Teacher discourse or teacher talk is the form of discourse that teachers use when instructing their students. Chaudron (1983) described teacher talk as a particular form of speech used by teachers to instruct their students through language that is clear and explicit. He compared teachers’ speech and native speakers’ speech to nonnative speakers in settings outside the classroom (also called foreigner talk), explaining that differences exist but are not sufficiently systematic or distinct to make teacher talk a ‘special sociolinguistic domain’ (Chaudron 1988: 55): ‘It appears that the adjustments in teacher speech to nonnativespeaking learners serve the temporary purpose of ...


The Abc Of Teaching Diverse Learners, Vicky Giouroukakis Ph.D., Andrea Honigsfeld Ed.D. Feb 2018

The Abc Of Teaching Diverse Learners, Vicky Giouroukakis Ph.D., Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

As the impending Common Core State Standards (CCSS) seem sure to entail even more assessment in most states, there are increasing demands for teachers to adequately prepare all their students to meet the new standards and achieve passing scores on high-stakes, standardized state assessments. Teachers around the U.S. today are facing new standards, new assessments, and new curricula that they will need to study and incorporate quickly in order to comply with state and federal requirements while doing their best to provide quality education for all of their students.


Say "Cheese" & More: Ells, Cameras, And Language Development, Andrea Honigsfeld Ed.D. Feb 2018

Say "Cheese" & More: Ells, Cameras, And Language Development, Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

Smile for the camera—your students are going to love it! Do you know how to use digital photography as a creative learning tool in your classroom? Original nonfiction photo big books, annotated photo albums, and photo stories or talking slide presentations are all “photo ops” that allow students to engage in authentic oral and written language development. Both English Language Learners (ELLs) and their English-speaking classmates can share excitement and language-learning opportunities as they take pictures, and then review, describe, talk, and write about photographs that are the most personally meaningful and academically appropriate. When ELLs and their classmates ...


Lesson Study Meets Siop: Linking Two Successful Professional Development Models, Andrea Honigsfeld Ed.D., Audrey Cohan Ed.D. Feb 2018

Lesson Study Meets Siop: Linking Two Successful Professional Development Models, Andrea Honigsfeld Ed.D., Audrey Cohan Ed.D.

Andrea Honigsfeld

In response to recently identified research priorities by TESOL (Teachers of English to Speakers of Other Languages) and AERA, the objective of this documentary account is to describe and evaluate a professional development project for in-service teachers working with diverse English Language Learners (ELLs). The purpose of our project was to merge two distinct professional development models for teachers who educate ELLs without prior training or certification. The “lesson study” approach, which began in Japan as a professional development movement was adapted and combined with the SIOP (Sheltered Instruction Observation Protocol) Model. Findings from a combination of quantitative and qualitative ...


Immigrant Literature In The Secondary English Classroom: Rationale And Recommendations, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., James L. Garfinkel Feb 2018

Immigrant Literature In The Secondary English Classroom: Rationale And Recommendations, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., James L. Garfinkel

Andrea Honigsfeld

The immigrant experience has been woven into a tapestry of shared American existence for centuries. Since the number of recent immigrants and US-born English language learners in classrooms across the country has been increasing, the authors suggest a rationale and recommendations for integrating literature depicting the immigrant experience into secondary ELA lessons. The goal is to give all students opportunities to develop cross-cultural understanding though literary engagement.


High-Stakes Assessments And English Language Learners, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D. Feb 2018

High-Stakes Assessments And English Language Learners, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D.

Andrea Honigsfeld

I

n this position paper, the authors argue that high-stakes, standardized assessments place an enormous challenge both on learners for whom English is a Second Language and their teachers. Yet, based on a thorough review of the literature and their own recent research on standardized test preparation practices for English Language Learners, they also claim that employing culturally and linguistically responsive instructional strategies may lessen the stress associated with test-driven instruction and improve student learning outcomes as well


Needs Are Special, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D. Feb 2018

Needs Are Special, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

In the U.S., English Language Learners (ELLs) are now one in five (DiCerbo, 2006). Between 1994/1995 and 2004/2005, LEP (Limited English Proficient) students grew more than twice as fast as their English speaking counterparts (NCELA, nd). Most educators are likely to encounter children who do not speak English fluently, though the likelihood is much higher in certain regions of the country. A unique challenge for many of these teachers and administrators is working with ELLs who are struggling learners (Artiles & Ortiz, 2002; Baca & Cervantes, 2004).


From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D. Feb 2018

From Co-Teaching Partnership To Mentoring: Innovative Ways To Build Teacher Capacity, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maria G. Dove Ed.D.

Andrea Honigsfeld

Picture a high school class that has English language learners (ELLs) from diverse cultural backgrounds with varied academic abilities and language proficiency levels. Now imagine that this class is being taught by a team of two teachers: one content-area teacher (English) and one English as a Second Language (ESL) specialist. Both teachers work together successfully to provide individualized instruction and support their students' language acquisition and content learning. The students are interested and actively involved in the lessons and are making consistent progress in terms of acquiring language proficiency an content knowledge.


Differentiating Between Learning Disabilities And Typical Second Language Acquisition: A Case Study, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D. Feb 2018

Differentiating Between Learning Disabilities And Typical Second Language Acquisition: A Case Study, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D.

Andrea Honigsfeld

There is an increasing interest in how to differentiate between English language learners who experience language learning difficulties due to socio-cultural, academic, or affective factors and those who demonstrate true learning disabilities. This case study is representative of the difficulty many teachers and administrators face as they try to determine whether or not a child who is an English language learner--and in the United States for a relatively short period of time--requires a referral for special education services. Utilizing the "Pre-Referral Data Collection Tool to Identify English Language Learners Who May Require Special Education Evaluations", the authors recount the story ...


Co-Teaching: 201, How To Support Ells, Andrea Honigsfeld Ed.D., Maria Dove Ed.D. Feb 2018

Co-Teaching: 201, How To Support Ells, Andrea Honigsfeld Ed.D., Maria Dove Ed.D.

Andrea Honigsfeld

Many general education classroom teachers and English as a Second Language (ESL) specialists find themselves sharing classroom space as well as responsibilities for planning instruction, teaching, and assessing English Language Learners (ELLs). This service delivery model may be called pushin, team teaching, inclusion, or co-teaching for ESL. Emerging literature on collaborative teaching practices to support ELLs (Pardini 2006; Zehr 2006), and personal experiences as ESL co-teachers and professional developers, have led us to devise guidelines to jumpstart co-taught lessons.