Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
-
- All Faculty Scholarship for the College of Education and Professional Studies (1)
- Center for Research Quality Publications (1)
- Curriculum & Instruction Faculty Publications (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Literacy, Language, and Culture Faculty Publications and Presentations (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Post-Program English Language Learners: Successful Learners Or Struggling Learners?, Tianna Bankhead
Post-Program English Language Learners: Successful Learners Or Struggling Learners?, Tianna Bankhead
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
As an educator in the field of English Language Development, I have chosen to explore the experience of four participants that have exited their ELL program within the last 1 - 2 years in Lincoln Public Schools. I wanted to capture the first-hand experience of secondary students by exploring where they are finding successes since being formally considered proficient in English and where they are struggling. I interviewed these students and explored their academic world as well as the social world within the school setting. At the conclusion of the study, I found that students are academically achieving success in …
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Literacy, Language, and Culture Faculty Publications and Presentations
This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences …
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Our research shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. We suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.
Making Interactions Between Domestic And International Students Meaningful, Yukari Takimoto Amos, Nicole Rehorst
Making Interactions Between Domestic And International Students Meaningful, Yukari Takimoto Amos, Nicole Rehorst
All Faculty Scholarship for the College of Education and Professional Studies
The purpose of this practitioner narrative is to identify ways in which meaningful interaction can take place between English learners (ELs) and domestic students in a university setting. In order to learn English effectively, ELs require situations in which they can participate equally in an interaction with a domestic student capable of modifying their English so that it is comprehensible. We created a series of joint classes between teacher candidates and Japanese exchange students in an ESL class. In the class, the first author instructs the teacher candidates on strategies for teaching content to ELs. Second, the teacher candidates teach …
Exploring The Educational Involvement Of Parents Of English Learners, Elizabeth M. Vera, M Susman Israel, Laura Coyle, J Cross, Laura Knight-Lynn, I Moallem, G Bartucci, N Goldberger
Exploring The Educational Involvement Of Parents Of English Learners, Elizabeth M. Vera, M Susman Israel, Laura Coyle, J Cross, Laura Knight-Lynn, I Moallem, G Bartucci, N Goldberger
Center for Research Quality Publications
The purpose of the current investigation was to examine the relationships among a range of specific barriers and facilitators of parent involvement and a variety of types of school involvement within a diverse group of immigrant parents of English Learners (ELs) in four elementary school districts. In-home types of educational involvement such as monitoring homework and asking children about their school day were the most commonly reported behaviors, and utilizing community resources was found to be the least common type of parental involvement. Involvement type was predicted by parental demographic factors such as comfort with English language, educational background, and …