Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Selected Works

Bilingual, Multilingual, and Multicultural Education

EDDPRO

Articles 1 - 17 of 17

Full-Text Articles in Education

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.


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.


Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D. Feb 2018

Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D.

Andrea Honigsfeld

The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.


Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D. Jan 2018

Collaboratively Partnering Schools And Colleges: A Classroom-Based Staff Development Model, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Nenchin Ph.D.

Audrey Cohan

The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.


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

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

Audrey Cohan

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).


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

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

Audrey Cohan

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 ...


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

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

Audrey Cohan

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 ...