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1.
Danling Fu with Renee Houser Amy Huang 《Changing English: An International Journal of English Teaching》2007,14(3):325-342
This article presents a teacher‐research project on collaboration between an English as a Second Language (ESL) teacher and a fourth‐grade classroom teacher to enhance the literacy development of English language learners (ELLs). It illustrates how two teachers worked closely in helping their ELL students develop their writing skills and the benefits both the students and teachers gained from this collaboration. 相似文献
2.
Leslie R. Williams JECTE 《Journal of Early Childhood Teacher Education》2013,34(2):107-108
Children whose native language is one other than English face formidable challenges when they enter English-dominant schools. The task of learning English, progressing in one's native language, and acculturating to the school environment is a complicated one that requires the child to develop many new skills. In the past, children who were English Language Learners (ELLs) encountered a school system that offered little support. New teachers who enter the workforce must now know how to help these children move successfully into the school setting and learn English at the same time. The purpose of this article is to describe the process of change that occurred during the first year of a professional development grant aimed at infusing English Language Learner (ELL) competencies within an early childhood higher education teacher preparation program. A process is described that helped the faculty move from an awareness level to one that embraced a system to integrate ELL skill development within their coursework. 相似文献
3.
Melissa M. Schulz 《Early Childhood Education Journal》2009,37(1):57-62
The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of
the total school population. This article focuses on instructional writing strategies and assessments for English Language
Learners in the elementary classroom. This article provides early childhood education teachers with information about differences
amongst English Language Learners because they are not a homogenous group. English Language Learners’ academic abilities can
range from emergent readers, writers, and speakers of English to proficient readers, writers, and speakers of English. 相似文献
4.
《Journal of research on educational effectiveness》2013,6(3):231-263
Abstract This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07). 相似文献
5.
John W. Myers 《Clearing house (Menasha, Wis.)》2013,86(6):258-259
Literacy scholar Alfred Tatum has argued for a model for literacy with African-American male adolescents that includes the particular needs and contexts of this population. He describes this as an “anatomically complete” model and bases his model on a set of four “vital signs” that, combined, help increase student achievement. In this article, I adapt Tatum’s theory to apply to English Language Learners (ELLs) and describe what an anatomically complete model of ELL literacy might look like, based on research in the fields of literacy and English Language Learning. 相似文献
6.
Tamas Kiss Ken Mizusawa 《Changing English: An International Journal of English Teaching》2018,25(1):59-68
Given the multimodal and multicultural character of modern English, English Language Teaching should meaningfully reflect this. Although some attempts have been made, adequate attention has not been paid to reforming writing pedagogy. This paper presents the findings of a two-year research project on writing instruction in the Singapore English Language classroom, which caters for a mixture of EFL (English as a foreign language), L2 (second language) and L1 (first language) learners. Data were gathered from six secondary school teachers via observations and interviews through which their common practices and beliefs were established. Our findings revealed an extensive use of examination-centred practices based on functional literacy, routine procedures and standardisation, rather than a pedagogy that promotes social equity and cultural and linguistic diversity as advocated by the New London Group. Following their work, we argue that student agency, critical literacy, and socially and culturally situated learning should be integrated into all writing classrooms for effective learning to take place. 相似文献
7.
模因母体和模仿、复制过程在模因传播中缺一不可。学语言本身是语言模因的复制、传播过程。语言教学要强调模仿和复制,还要引导学生吸收语言输入中的模因母体。在大学英语阅读环节之后设计完形填空、复述、讨论、仿写等活动,可以使学生围绕课文,模仿和复制阅读材料中的语言和知识进行说、写实践,巩固所学的课文内容和语言知识,将其强化为英语综合应用能力。 相似文献
8.
As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves. 相似文献
9.
Peggy McCardle Joan Mele‐McCarthy Kathleen Leos 《Learning disabilities research & practice》2005,20(1):68-78
Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings. 相似文献
10.
Lin Sophie Teng 《师资教育杂志》2016,42(1):106-109
A plethora of research has found that teachers’ beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students’ learning to write, there is a paucity of research on writing teachers’ beliefs about these approaches and how their beliefs change in the process of their professional development. Such a lacuna becomes prominent in English as a Foreign Language contexts, especially in China, where there are numerous calls for changing the nature of classroom practices from product-focused to process- and student-centred instruction. In order to fill this gap, this brief article reports on a case study regarding changes in two Chinese English teachers’ beliefs after attending a professional development project for teaching writing. A key research question guides this study: What changes, if any, did the two teachers experience in their teaching beliefs during the project? Two writing teachers were voluntarily recruited for a case study. Findings show that the professional development project for teaching writing broadened the teachers’ understanding of different writing theories, provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. 相似文献
11.
Jerome M. Shaw Edward G. Lyon Trish Stoddart Eduardo Mosqueda Preetha Menon 《Journal of Science Teacher Education》2014,25(5):621-643
This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes. 相似文献
12.
This study investigates the role that a socioculturally grounded university English to Speakers of Other Languages (ESOL) program played in shaping teachers' work with English Language Learners (ELLs). Subjects were a group of teachers at “Wheatland Elementary School,” a newly designated ESOL site for a school district in Kansas. From an analysis of teachers' comments on course evaluations, written class assignments, formal observations of their post-coursework instruction, and a questionnaire administered at the onset and conclusion of an 18 credit-hour program, we examined changes in teachers' (a) attitudes toward ELLs, (b) beliefs about how children acquire second languages, and (c) knowledge of pedagogical practices that promote successful language and content learning. Our findings suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised. 相似文献
13.
Despite the high stakes attached to students’ performance on assessments of academic writing, we still know little about the challenges students face when composing in academic contexts. To begin to address this problem, two studies were designed with the following aims: to identify and describe the most prevalent types of academic writing at the secondary level, and to characterize the challenges that both English Language Learners (ELLs) and non-English-Language Learners (non-ELLs) experience with this type of writing. Findings from these studies reveal that (1) in the context of New York City schools, exposition/argument is the most prevalent genre assigned as a writing task in secondary classrooms, as well as the most valued; and that (2) while both Intermediate ELLs and non-ELLs articulated Translating (the process of articulating ideas in the conventions of written English) as the most frequent challenge, the two groups differed in the kinds of Translating challenges and in the types and range of other challenges they articulated: ELLs articulated fewer challenges specifically related to the genre of exposition than did non-ELLs. Based on these findings we suggest several new approaches to classroom diagnostic assessment of writing, and raise issues to be considered in these approaches. 相似文献
14.
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth 总被引：2，自引：0，他引：2
Bridget K. Hamre Laura M. Justice Robert C. Pianta Carolyn Kilday Beverly Sweeney Jason T. Downer Allison Leach 《Early childhood research quarterly》2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
15.
Wilbur RB 《Journal of deaf studies and deaf education》2000,5(1):81-104
The purpose of this article is to review research dealing with the use of ASL in teaching English and literacy. I review some of the literature (and direct readers to additional sources) that indicates that early learning of ASL need not create concerns for future development of English structure, speech, or other cognitive skills. I also suggest ways in which ASL can contribute directly to developing more of the highlevel skills needed for fluent reading and writing. The global benefit of learning ASL as a first language is that it creates a standard bilingual situation in which teachers and learners can take advantage of one language to assist in acquiring the other and in the transfer of general knowledge. As part of this discussion, I compare English and ASL as natural languages for similarities and differences. 相似文献
16.
Sylvia Pantaleo 《English in Education》2015,49(2):113-129
17.
Yuuko Uchikoshi 《Reading and writing》2013,26(6):913-939
In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed. 相似文献
18.
Belinda J. Hardin Joanna K. Lower Gretchen Robinson Smallwood Swetha Chakravarthi Linlin Li Carol Jordan 《Journal of Early Childhood Teacher Education》2013,34(1):20-36
The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed. 相似文献
19.
Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. 相似文献
20.
This study evaluated the impact of two metalinguistic factors, English derivational awareness and English?CSpanish cognate awareness, and the impact of two sociocultural factors, maternal education and children??s length of residence in Canada, on English Language Learners (ELLs)?? vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study?yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs?? vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children??s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed. 相似文献