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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 1 - 8 of 8

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

Increasing Student Achievement In English Language Learners Through Dual Language: A Policy Advocacy Document, Melissa Durrance Dec 2014

Increasing Student Achievement In English Language Learners Through Dual Language: A Policy Advocacy Document, Melissa Durrance

Dissertations

English language learners (ELL) represent the fastest growing population of learners in our schools. A substantial and continuing education achievement gap exists between ELLs and English speaking students and an alarmingly disproportionate number of ELL students contribute to the dropout rate. As educators, it is imperative that we provide educational programs to help reduce the achievement gap. All students deserve an education that will enable them to be productive citizens and that will provide them with the skills needed to enter either a career or an institution of continuing education upon graduation. As a solution to the increasing dropout rate ...


The Effect Of Morphological Strategies Training For English Language Learners, Qizhen Deng, Guy Trainin Oct 2014

The Effect Of Morphological Strategies Training For English Language Learners, Qizhen Deng, Guy Trainin

Research and Evaluation in Literacy and Technology

The purpose of this study was to examine the effect of morphological strategies training for English language learners from an Intensive English Program with different English proficiency levels. A secondary goal was to investigate how the training influences their cognitive load during morphological analysis tasks. Findings from 22 participants revealed that morphological strategies training positively affects the morphological awareness of ELLs and reduces the cognitive load of ELLs for all types of morphological tasks regardless of their English proficiency level: sentence completion, analogy, break down words, and meaning guess.

[Note: Download button links to pdf version; PowerPoint slide version attached ...


English Proficiency / Fluent English Proficient Students, Susan R. Adams Jul 2014

English Proficiency / Fluent English Proficient Students, Susan R. Adams

Susan Adams

K-12 students whose first language is not English are identified upon enrollment in U.S. schools through a home language survey and are immediately assessed to determine whether English as a second language (ESL) services are required. Students who do not pass this initial screening assessment are classified as English Language Learners (ELLs), or as limited English proficiency (LEP) students, and are identified to receive school-provided English language development (ELD) and accommodations. Students who pass the initial screener or who demonstrate English proficiency two years in a row on state-mandated annual assessments are deemed fluent or fully English proficient (FEP ...


Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams Jul 2014

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Susan Adams

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.


Educating English Language Learners In The Elementary Classroom, Elizabeth R. Wallace May 2014

Educating English Language Learners In The Elementary Classroom, Elizabeth R. Wallace

Education and Human Development Master's Theses

According to the National Clearinghouse for English Language Acquisition [NCELA] (2013), English Language Learners (ELL) are the fastest-growing student population in schools across the United States. Between the years of 1989-2006, the ELL population more than doubled from just over 2,000,000 to over 5,000,000 (NCELA, 2008). The NCELA as cited by Oliveira (2011), reports that “more than 10% of the K-12 student population across the United States is comprised of ELLs, which accounts for over five million students in our schools (p. 59). This rapid increase in ELL students in the nation’s schools has greatly ...


Unpacking The Language Of Stem For English Language Learners, Kristin Lems, Jason Stegemoller Jan 2014

Unpacking The Language Of Stem For English Language Learners, Kristin Lems, Jason Stegemoller

Faculty Publications

This article is a follow-up to a workshop we presented at STEMTech 2013 entitled “Unpacking the language of STEM for English language learners.” We chose this topic because, in our roles as co-directors of the ESL STEM Success Grant (a 5 year national professional development grant from the Office of English Language Acquisition, U.S. Department of Education), we have been exploring ways that teachers across the grade levels can rise to the challenge of more effectively teaching English language learners (ELLs) in the STEM disciplines. (STEM, of course, stands for Science, Technology, Engineering, and Mathematics.) When teachers embed their ...


Cooperative Learning In Today's Bilingual Classrooms, Heath Swanson Jan 2014

Cooperative Learning In Today's Bilingual Classrooms, Heath Swanson

Master of Education Program Theses

This research study examined the strategy of cooperative learning and whether or not it is an effective strategy for English Language Learners (ELLs). Previous studies have shown that by utilizing cooperative learning groups, each ELL student is enabled with an opportunity to work in a team with other students who have already gained proficiency with the language. The group dynamic of cooperative learning not only provides a supportive environment for learning new content and acquiring English language skills, but also helps to foster friendships and social development (Holt, Chips, & Wallace, 1991) This research study looked specifically at how cooperative learning ...


The Challenges Latino Parents Of English Language Learners Encounter In Their Child's Schooling: The Politics And The Praxis, Vanessa Espitia Mendoza Jan 2014

The Challenges Latino Parents Of English Language Learners Encounter In Their Child's Schooling: The Politics And The Praxis, Vanessa Espitia Mendoza

Open Access Theses & Dissertations

Extensive research on home-school relations has indicated the academic advantages of positive home-school relations for students (Domina, 2005; Englund, Luckner, Whaley & Egeland, 2004, Marsh & Willis, 2007, Turney & Kao, 2009). The United States Department of Education has identified positive home-school relationships as critical to a student's education and has developed nation-wide policies to support parents, placing emphasis on culturally and linguistically diverse parents such as Latinos parents of English Language Learners (ELLs) (Departamento de Educación de EU, 2003; U.S. Department of Education, 2004, 2005, 2007, 2011; Waterman, 2008). Bilingual education policies also advocate that parents are essential in supporting children and address this in policy to promote parent awareness, rights, responsibilities and authority over the bilingual/ESL programs (TEA, 2012; U.S. Department of Education, 2005). Despite the intended support from national and state policies for home-school relations and parent awareness of bilingual education policies, challenges in home-school relations and Latino parents of ELLs are found ...