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Full-Text Articles in Education
Cultural Capital, Agency, And Voice: Literacy Practices Of Middle School English Language Learners, Bogum Yoon
Cultural Capital, Agency, And Voice: Literacy Practices Of Middle School English Language Learners, Bogum Yoon
Middle Grades Review
Grounded in cultural capital and agency theory, this study examines two middle school English language learners’ (ELLs) participatory behaviors in literacy practices in the U.S. classroom. A closer examination of the ELLs’ participatory behaviors through their authentic voices is important to understand for their literacy development. The purpose of this article is to discuss the interconnection among ELLs’ agency, identity, and classroom dynamics for their language and literacy learning. The data sources include formal and informal interviews, classroom observations, and artifacts, including reading and writing projects. Findings suggest that, despite the students’ similar background of race, native language, age, gender, …
New York State Education Department Policies, Mandates And Initiatives On The Education Of English Language Learners, Angela Carrasquillo, Diane Rodríguez, Laura Kaplan
New York State Education Department Policies, Mandates And Initiatives On The Education Of English Language Learners, Angela Carrasquillo, Diane Rodríguez, Laura Kaplan
Journal of Multilingual Education Research
This article is a summary of a longer report, completed under the direction of the Research Institute for the Study of Language in Urban Society and the doctoral program in Urban Education at the Graduate Center in the City University of New York (CUNY) with funding provided by the New York State Initiative on Emergent Bilinguals (NYSIEB). It describes educational laws, policies, mandates, and initiatives regarding the education of English language learners, which took shape and reverberated in the New York State Education Department. This historical descriptive research focused on the historical period from 1965 to the year 2013. The …
The Psychological Impact Of English Language Immersion On Elementary Age English Language Learners, Elena B. Parra, Carol A. Evans, Todd Fletcher, Mary C. Combs
The Psychological Impact Of English Language Immersion On Elementary Age English Language Learners, Elena B. Parra, Carol A. Evans, Todd Fletcher, Mary C. Combs
Journal of Multilingual Education Research
To date, most studies about English language learners (ELLs) in Structured English Immersion (SEI) classrooms in the state of Arizona have focused on ELLs’ lack of English acquisition in one year, a time frame expected by Arizona policymakers, as well as their lagging academic progress. While these studies almost uniformly have surfaced educational and policy concerns about the effectiveness of SEI, the debate about this approach has been marked by a lack of attention to research addressing the non-academic ramifications of enforcing this model on children who speak or understand little or no English. One relatively unexamined consequence of the …
"Inclusive And Different?” Discourse, Conflict, And The Identity Construction Experiences Of Preservice Teachers Of English Language Learners In Australia, John Trent
Australian Journal of Teacher Education
This article reports the results of a discourse-theoretic study that considered the perspectives of one group of preservice mainstream teachers in Australia concerning their preparedness to teach English language learners (ELLs). Framed by a theory of teacher identity and using in-depth interviews, the paper explores the perceptions and experiences of six preservice teachers, revealing the presence of two dominant discourses of ELLs: a discourse of equity and inclusiveness and a discourse of difference. The results suggested that these discourses interacted in ways unanticipated by policy makers and that an unintended consequence of this discursive interplay was that participants experienced conflict …