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Articles 61 - 71 of 71

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Troubling The Waters: Alterity In The Experienced Curriculum Of English Language Learners And Special Education Students, Susan Adams Sep 2009

Troubling The Waters: Alterity In The Experienced Curriculum Of English Language Learners And Special Education Students, Susan Adams

Susan Adams

Presentation at the 30th Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 2009.


Critical Literacy With English Language Learners, Susan Adams, Kathryn Brooks Jul 2009

Critical Literacy With English Language Learners, Susan Adams, Kathryn Brooks

Susan Adams

Workshop presented at the Reggio Collaborative Conference, Indianapolis, IN, August 2009.


Confounded And Compounded By Language: English Language Learners And High Stakes Testing, Elizabeth Park Mar 2009

Confounded And Compounded By Language: English Language Learners And High Stakes Testing, Elizabeth Park

Occasional Paper Series

As her students prepare to take their tests to exhibit English proficiency, the atmosphere, writes Park, "becomes military at best, prison-like at worst. Regulations are distributed. Teachers are warned that state examiners may appear unannounced to look for infractions of the myriad rules..." Scare tactics are used to try to assure that the testing activity remains uncontaminated by human desire, fear, or simple boredom.


English Language Learners In The State Of Maine: Early Education Policy That Can Make A Difference, Erin E. Oldham, Julie A. Atkins, Helen D. Ward Jan 2009

English Language Learners In The State Of Maine: Early Education Policy That Can Make A Difference, Erin E. Oldham, Julie A. Atkins, Helen D. Ward

Maine Policy Review

The authors discuss the increasing number of Maine children who are English language learners (ELL) or who are limited-English proficient (LEP), noting that insufficient attention has been paid to the preschool education of this group. The authors describe lessons learned from an Early Reading First Program in Portland, which enhanced the school-readiness of preschool ELL children.


Building On The Cultural And Linguistic Capital Of English Learner (El) Students, Kathryn Brooks, Katya Karathanos Jan 2009

Building On The Cultural And Linguistic Capital Of English Learner (El) Students, Kathryn Brooks, Katya Karathanos

Scholarship and Professional Work – Education

...While our nation has a long history of competing ideologies and political controversies related to English immersion (in which the primary language of instruction is English) programs versus bilingual education, scholars contend that these two educational approaches need not be conceptualized as dichotomous. Rather, when educators consider what approaches and strategies will provide the best opportunities for particular students to learn in particular contexts, they must bear in mind that for EL students, their native languages and cultures are key resources to draw upon for teaching both content and language (Lucas & Katz, 1994). They must also think about how the ...


Discomfort, Deficiency, Dedication: Pre-Service Teachers Voice Their Ell-Related Concerns, Wendy J. Glenn, Mileidis Gort Feb 2008

Discomfort, Deficiency, Dedication: Pre-Service Teachers Voice Their Ell-Related Concerns, Wendy J. Glenn, Mileidis Gort

Teaching and Learning Articles and Papers

No abstract provided.


Pre-Service Esl Teachers’ Instructional Discourse During One-On-One Tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, Lisa Peluso Jan 2008

Pre-Service Esl Teachers’ Instructional Discourse During One-On-One Tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, Lisa Peluso

Faculty Works: Education

Teacher discourse or teacher talk is the form of discourse that teachers use when instructing their students. Chaudron (1983) described teacher talk as a particular form of speech used by teachers to instruct their students through language that is clear and explicit. He compared teachers’ speech and native speakers’ speech to nonnative speakers in settings outside the classroom (also called foreigner talk), explaining that differences exist but are not sufficiently systematic or distinct to make teacher talk a ‘special sociolinguistic domain’ (Chaudron 1988: 55): ‘It appears that the adjustments in teacher speech to nonnativespeaking learners serve the temporary purpose of ...


Improving Reading Comprehension In Dual Language Programs, Susana E. Franco-Fuenmayor, Brooke Kandel-Cisco, Yolanda Padrón Jan 2008

Improving Reading Comprehension In Dual Language Programs, Susana E. Franco-Fuenmayor, Brooke Kandel-Cisco, Yolanda Padrón

Scholarship and Professional Work – Education

The low achievement levels and high dropout rates of English Language Learners (ELLs) continue to be a great challenge for educators. One area that can provide us with useful information on how to improve the education of ELLs is dual language programs. Research in this area indicates that native language development is important for academic success. The present study examined the cognitive reading strategies of students enrolled in a dual language program. The results indicate that both language groups of students were using successful cognitive reading strategies to comprehend text. The study also describes how the questionnaire used in the ...


Making Social Studies Meaningful For Ell Students: Content And Pedagogy In Mainstream Secondary School Classrooms, Michelle Yvonne Szpara, Iftikhar Ahmad Mar 2006

Making Social Studies Meaningful For Ell Students: Content And Pedagogy In Mainstream Secondary School Classrooms, Michelle Yvonne Szpara, Iftikhar Ahmad

Essays in Education

Content-area instruction for English language learners (ELL) represents a growing area of instructional need in high schools across the United States. This article focuses on the challenges and successes in developing an effective instructional environment for teaching secondary-level social studies curriculum to a sheltered population of ELLs. In the present study, grant funding was provided for a schooluniversity partnership to support content-area teachers’ efforts to increase ELL students’ comprehension skills. The authors of this paper propose a multi-tiered approach to meeting the needs of English language learners in the mainstream social studies classroom – providing social and cultural supports during the ...


Is It Simply A New Language Or Is It A Learning Problem?, Lynda M. Warner Sep 2004

Is It Simply A New Language Or Is It A Learning Problem?, Lynda M. Warner

Master of Education Program Theses

English Language Learners (ELLs) have been over-identified for placement into special education classes for more than 20 years. Causes include a lack of precisely defined constructs for disabilities, funding methods used by states, failure to follow federal legislation, weak prereferral systems to special education in schools, a huge influx of non-English speaking students to the classroom, and a lack of training amongst teachers. Correctly identifying ELLs who also need special education is difficult, but teachers can safeguard against improper identification by taking into account the social, educational, cultural, and language aspects of students' special circumstances, i.e., the needs of ...


Self-Concept Assessment Of Linguistically Diverse Students, Rebecca Rauscher-Bethlendy Dec 1993

Self-Concept Assessment Of Linguistically Diverse Students, Rebecca Rauscher-Bethlendy

Education and Human Development Master's Theses

The purpose of this study was to determine whether or not students of linguistically diverse backgrounds tend to have lower self-concepts, particularly in the academic setting, than those students who are from "standard" English linguistic backgrounds. This study took into account the students' linguistic backgrounds; the language most frequently used in the home, whether it is "standard" English, Black English, Spanish, or any other language. It was the premise of this researcher that if a child's first language or dialect deviates from the "standard," which is typically valued and emphasized in the classroom and the society at large, then ...