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 …

A Strategic Exploration Of Bilingual Education Policy: An Interpretive Policy Analysis, Abbie Strunc, Helen Berg, Amber J. Godwin

School Leadership Review

Language diversity in the United States has always been part of its history, yet policy and funding have not always promoted bilingualism or multiculturalism. Throughout the history of bilingual education, administrators, politicians, and policymakers have changed their preferences and practices in response to trends and ideological shifts (Crawford, 2004). Even with a plethora of research regarding the benefits of bilingualism and biliteracy in support of bilingual education (Baker, 201; Camilleri, 1996; Fuh Suh, 2022; Goodman, & Tastanbek, 2021; McCarty, 1980), the literature on bilingual policy exclusively focuses on the use of two languages as languages of instruction with the sole …

Evaluating Middle School English Language Learners’ Science And Literacy Proficiency, Yasemin Ozkaya

Dissertations

The academic success and English proficiency of ELL students are receiving more attention as a result of the growing number of ELL students and the demand for accountability and assessment in education. It is widely accepted that ELL students struggle on state standardized tests because they lack the cognitive academic language abilities needed to succeed on extensive subject evaluations (Thakkar, 2013). According to Abedi and Dietel, ELLs' academic performance lags behind that of other segments of population, and the attainment gap reduces only slightly over time (2004).

The NWEA archival data of 6th, 7th, and 8th grade students who attended …

When Culturally Responsive Practices Meet Social-Emotional Learning: A Guide For Educators, Sharon Ju-Ting Cheng

Master's Projects and Capstones

Many educators hope to give their students quality and well-rounded education while balancing all the contents they need to learn. Social-emotional learning (SEL) and culturally responsive teaching, however, are two areas that teachers seem to struggle with (Stark et al., 2021). Teachers have encountered situations where it was difficult for them to support their students due to the cultural differences between the teacher and student (Heineke & Vera, 2021). This lack of professional development in the culturally responsive aspect is concerning.

The shortfall of training leads to failure to apply these practices into schools. For newcomer students, who are usually …

Supporting English Language Learners In California K-12 Classrooms, Emma Borrelli

Capstone Projects and Master's Theses

English Language Learners face struggles in the classroom that students who only speak English do not encounter. First I will highlight the problems and difficulties English Language students encounter in all aspects of their learning environment, using Ajay Srikanth’s essays on the equity of funding for English Learners. Then, I will propose solutions and strategies to help them based on thorough research and studies by Roselle Chartock in “Strategies and Lessons for Culturally Responsive Teaching : a Primer for k-12.” Chartock also talks about culturally responsive teaching in “Strategies and Lessons for Culturally Responsive Teaching : a Primer for k-12” …