Education Commons^™

Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano

Q2S Enhancing Pedagogy

The Community of Practice Q2S Enhancing Pedagogy where I participated focused on “Supporting and Mentoring Teacher Candidates during Teaching Performance Assessment”. This CP discussed and shared information on best pedagogical practices for teaching, supporting, and mentoring preservice teachers as they engage in identifying students with specific academic needs before planning, delivering, assessing and reflecting on tasks required by the state-mandated assessment (CalTPA). This test is required for certification. My contributions to this CP resulted in this reflection/handout. The most salient topics were Implementing Effective Instruction, which means being able to know and apply Standards-based Instruction, SDAIE methods, Lesson Planning, …

Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing

Journal of Multicultural Affairs

This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported …

Parent Involvement In Contested Times: A Brief Analysis Of The Effects Of Anti-Immigrant Policies On Latinx Immigrant Parent Involvement, Maria Isabel Morales

CGU Theses & Dissertations

How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement.

This qualitative case study grounded in Critical Inquiry and Cultural Historic Activity Theory examined the perceptions and experiences of 5 …

The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward

Doctoral Dissertations

Access and equity of instructional and assessment practices used with English Language Learners (ELLs) have been in the forefront of educational research. In recent years, the developments in computerized assessment design and the prevalence of Universal Design for Learning have complicated the already complex terrain of literacy and language instruction and assessment of ELLs. Within this context, the present study focuses on the daily experiences of two third-grade ELLs in a small city school system in the southeast United States. Through classroom observations, interviews with teachers and administrators, and document analysis, this comparative ethnographic case study aims to explore systematic …

Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Interdisciplinary Journal of Problem-Based Learning

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …

Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv

Catalyst: A Social Justice Forum

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.

Technology Integration By General Education Teachers Of English Language Learners, Marie Simone Anglin

Walden Dissertations and Doctoral Studies

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as …

Creating An Equitable Educational Technology Plan For Elementary Hispanic English Language Learners In Rural California Communities, Lisa M. Ortman

Master's Projects and Capstones

English language learners (ELLs) comprise a large percentage of California’s

public school enrollment and are rapidly changing the cultural diversity landscape

within schools and communities. In rural California school districts where access to

funding and technology is severely lacking compared to larger districts, ELLs face

additional barriers to second language acquisition (SLA) and educational

attainment.

This paper provides insight to educators on the socioeconomic status of Hispanic

ELL students in rural California and how this status affects their SLA and digital

literacy learning. Additionally, this paper provides a presentation for educators on

the steps they can take to establish an …

Effective Coaching Strategies For Increased Use Of Research-Based Instructional Strategies For Linguistically Diverse Classrooms, Cindy S. West

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This thesis explores effective coaching strategies that support the classroom teacher in implementing research-based instructional strategies designed to assist English language learners (ELLs) in language acquisition and content learning. Through individual interviews, ELL instructional coaches assisted in the identification of coaching strategies they perceived to be most supportive as classroom teachers learned and implemented instructional strategies for supporting ELL students.

The data gathered from the interviews is organized under four main themes: Developing Partnerships, Identifying Student and Teacher Needs, Practical Applications, and The Role of Professional Development. The data indicated participants strongly endorsed instructional coaching as an effective form of …

Enrollment And Academic Outcomes Of English Language Learners In Pre-K To Grade 3 In The Boston Public Schools, Sy2009: Data Points For A Discussion At Wheelock College, Miren Uriarte, Faye Karp

Gastón Institute Publications

This brief report focuses on the enrollment, characteristics and academic outcomes of English Language Learners in Pre-Kindergarten to Grade 3 in comparison with those of English proficient students and all students at these grade levels. The purpose of the report is to generate discussion about ways in which the learning needs of these students can best be met. As proposed, the report consists primarily of data tables and annotations organized around five sets of questions.