Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
- File Type
Articles 1 - 9 of 9
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Effects Of Synchronous And Asynchronous Online Instructional Approaches On English-Learning Undergraduate College Students: An Exploratory Study, Ivana Markova, Cristina Azocar
Effects Of Synchronous And Asynchronous Online Instructional Approaches On English-Learning Undergraduate College Students: An Exploratory Study, Ivana Markova, Cristina Azocar
Journal of English Learner Education
Although the significance of the use of online classes remains evident due to their growing prevalence at US universities, they still remain an untested experience for countless English learners (ELs). This research explores EL students’ perceptions of the opportunities for interaction in synchronous and asynchronous online university classroom modalities. It also examines how socioacademic relations and Bandura’s social learning theory can explain the interactions between students and instructors that influence EL students’ literacy development. Participants (n=105) were selected from a large sample pool of 261 EL undergraduate student participants aged 18 to 35. A mixed methods design was …
Bilingual Refugee-Background Student Resilience, Meta-Linguistic Awareness, And Pride In Bilingual Skills, Tunde Szecsi Dr., Debra Giambo, Rachel Bledsoe Bass, William Buchanan
Bilingual Refugee-Background Student Resilience, Meta-Linguistic Awareness, And Pride In Bilingual Skills, Tunde Szecsi Dr., Debra Giambo, Rachel Bledsoe Bass, William Buchanan
Journal of English Learner Education
This qualitative phenomenological study sought to explore the experiences of emergent bilingual refugee-background [1] students in Florida and their self-perceptions as bilingual learners. Data were collected through in-depth, semi-structured interviews with seven participants learning English both in-person and virtually in high school or adult education programs during the pandemic. The researchers completed content analysis individually and, in subsequent collaboration, identified patterns, and themes. Findings indicated that students took pride in their bilingual skills, demonstrated metalinguistic awareness, and were resilient and proactive learners with strong determination to succeed in the new country. The following recommendations for teachers are offered: (1) building …
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Journal of English Learner Education
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …
Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt
Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt
Journal of English Learner Education
There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs …
Opening Doors For Bilingual Students: Recommendations For Building Linguistically Responsive Schools, Amy Heineke, Elizabeth Coleman, Elizabeth Ferrell, Craig Kersemeier
Opening Doors For Bilingual Students: Recommendations For Building Linguistically Responsive Schools, Amy Heineke, Elizabeth Coleman, Elizabeth Ferrell, Craig Kersemeier
Amy J. Heineke
In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and practice. Our research-based recommendations include the need for school actors to negotiate language policy and mandates, lay the necessary ideological foundations, build effective school structures and systems, and foster meaningful collaboration with families and communities. When teachers, administrators, counselors, families, and community members work together, schools can improve to promote the social, cultural, linguistic, …
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Haitian Creole, Miren Uriarte, Cassandra Villari, Nicole Lavan, Faye Karp
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Haitian Creole, Miren Uriarte, Cassandra Villari, Nicole Lavan, Faye Karp
Gastón Institute Publications
In November 2002, the voters of Massachusetts approved Referendum Question 2. This referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts. In its place came a radically different policy called Sheltered English Immersion (SEI). Unlike TBE, which relies on the English learners’ own language to facilitate the learning of academic subjects as they master English, SEI programs rely on the use of simple English in the classroom to impart academic content; teachers use students’ native language only to assist them in completing tasks or to answer a question. …
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Cape Verdean Creole, Miren Uriarte, Nicole Lavan, Nicole Agusti, Faye Karp
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Cape Verdean Creole, Miren Uriarte, Nicole Lavan, Nicole Agusti, Faye Karp
Gastón Institute Publications
In November 2002, the voters of Massachusetts approved Referendum Question 2. This referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts. In its place came a radically different policy called Sheltered English Immersion (SEI). Unlike TBE, which relies on the English learners’ own language to facilitate the learning of academic subjects as they master English, SEI programs rely on the use of simple English in the classroom to impart academic content; teachers use students’ native language only to assist them in completing tasks or to answer a question. …
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Vietnamese, Mandira Kala, Peter Nien-Chu Kiang, Nicole Lavan, Faye Karp
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Vietnamese, Mandira Kala, Peter Nien-Chu Kiang, Nicole Lavan, Faye Karp
Gastón Institute Publications
In November 2002, the voters of Massachusetts approved Referendum Question 2. This referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts. In its place came a radically different policy called Sheltered English Immersion (SEI). Unlike TBE, which relies on the English learners’ own language to facilitate the learning of academic subjects as they master English, SEI programs rely on the use of simple English in the classroom to impart academic content; teachers use students’ native language only to assist them in completing tasks or to answer a question. …
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Chinese Dialects, Lusa Lo, Nicole Lavan, Faye Karp, Rosann Tung
English Learners In Boston Public Schools: Enrollment And Educational Outcomes Of Native Speakers Of Chinese Dialects, Lusa Lo, Nicole Lavan, Faye Karp, Rosann Tung
Gastón Institute Publications
In November 2002, the voters of Massachusetts approved Referendum Question 2. This referendum spelled an end to Transitional Bilingual Education (TBE) as the primary program available for children requiring language support in Massachusetts. In its place came a radically different policy called Sheltered English Immersion (SEI). Unlike TBE, which relies on the English learners’ own language to facilitate the learning of academic subjects as they master English, SEI programs rely on the use of simple English in the classroom to impart academic content; teachers use students’ native language only to assist them in completing tasks or to answer a question. …