Download or read book Factors Affecting Language Proficiency of English Language Learners at Language Institutes in the United States written by Chin-Ting Emily Chou and published by . This book was released on 2007 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Allocating Federal Funds for State Programs for English Language Learners written by National Research Council and published by National Academies Press. This book was released on 2011-07-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Download or read book Factors Affecting English Language Learners Literacy in US Schools written by Tara O. Stefanson and published by . This book was released on 2012 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper is designed to address the issue of literacy acquisition among high school aged English language learners in US schools. High stakes testing measures literacy among all students, including those still learning English, yet we are still failing to provide the necessary supports and instruction to our English language learners in secondary schools. Current problems in working with English language learners are addressed including making a distinction between mainstream and English as a second language teachers, not addressing all components of literacy, teaching only basic English skills instead of course content, overrepresentation of English language learners in remedial coursework, and incorrect ideas regarding English language learners' abilities. Suggested best practices are also discussed including viewing English language learners as an important part of the school community, varying content taught, inclusion in high level courses, applying techniques shown to integrate literacy in subject-specific courses, using the students' native language to help them learn English and utilizing methods effectively through program fidelity. Future directions and the role that school psychologists, school counselors, and teachers should play in the education of English language learners are also addressed.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book ESL Standards for Pre K 12 Students written by Teachers of English to Speakers of Other Languages and published by Teachers of English to Speakers of Other Languages Incorporated. This book was released on 1997 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The guide outlines performance standards for each of three broad goals of English-as-a-Second-Language teaching in elementary and secondary education. The three goals include: use of English to communicate in social settings; use of English to achieve academically in all content areas; and use of English in socially and culturally appropriate ways. Within each of these three goals, three more specific performance standards are enumerated. An introductory section explains the rationale, origins, and use of these standards. Subsequent sections, one for each grade group (pre-K-3, 4-8, 9-12), detail appropriate descriptors and progress indicators for each standard for students at that level. In addition, a brief vignette illustrates their use in the classroom, and some further discussion follows. A glossary is included and supporting documentation is appended. Contains 57 references. (MSE)
Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Download or read book Educating Language Minority Children written by National Research Council and Institute of Medicine and published by National Academies Press. This book was released on 1998-03-19 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the past 30 years, a large and growing number of students in U.S. schools have come from homes in which the language background is other than English. These students present unique challenges for America's education system. Based on Improving Schooling for Language-Minority Children, a comprehensive study published in 1997, this book summarizes for teachers and education policymakers what has been learned over the past three decades about educating such students. It discusses a broad range of educational issues: how students learn a second language; how reading and writing skills develop in the first and second languages; how information on specific subjects (for example, biology) is stored and learned and the implications for second-language learners; how social and motivational factors affect learning for English-language learners; how the English proficiency and subject matter knowledge of English-language learners are assessed; and what is known about the attributes of effective schools and classrooms that serve English-language learners.
Download or read book Factors Affecting Proficiency in English as a Second Language of Students Enrolled in a Community College written by Dianne M. Ruggiero and published by . This book was released on 1994 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Download or read book English Learners in STEM Subjects written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-01-28 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Download or read book PreK 12 English Language Proficiency Standards written by TESOL International Association and published by Tesol Press. This book was released on 2006 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The revised PreK-12 English Language Proficiency Standards build on the World-Class Instructional Design and Assessments (WIDA) Consortium's English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12 (Wisconsin, 2004). The WIDA Consortium is a group of ten states, formed in 2002 with federal monies, that has developed comprehensive English language proficiency standards. This volume also uses grade-level clusters that reflect current educational configurations in the United States. Each of the five language proficiency standards is divided into the four language domains of listening, speaking, reading and writing. The five levels of language proficiency reflect characteristics of language performance at each developmental stage and include: starting (L1), emerging (L2), developing (L3), expanding (L4), and bridging (L5).
Download or read book Teachers Beliefs about the Factors that Support Successful Second Language Acquisition of Elementary School Students written by Joann M. McDonald and published by . This book was released on 2021 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Second language acquisition has increased in importance in elementary schools throughout the United States due, in part, to the growing numbers of English Language Learners (ELLs) as well as an economic and social demand for native English speakers to learn world languages. The purpose of this study was to investigate elementary teachers' beliefs regarding the factors that contribute to successfully learning a second language, whether students are ELLs learning English as a new language or English speakers learning a new language. More specifically, this study compared the opinions of elementary teachers of successful ELLs with teachers of English speakers successfully learning a new language. This study employed a mixed methods approach to identify and elucidate the factors teachers of second language learners believe influence successful second language acquisition. Data collection included two web-based surveys; one for teachers of English Language Learners and one for teachers of English speakers learning a second language. The web-based surveys included questions about teachers' demographics, Likert Scale items, and open-ended items. Descriptive statistics and analysis of variance were used to analyze and report the results of the survey items. To further clarify and substantiate the survey findings, personal interviews were conducted. Qualitative methods were used to analyze this data. The findings from each group of teachers were compared for similarities and differences. The results of the Likert Scale items showed more consistencies than differences among the beliefs of teachers of both ELLs and English speakers learning a second language. Mean responses for both groups of teachers indicated that teachers of both groups believed factors such as parent encouragement, second language instruction at school, attendance, student interest in many topics, students' desire to be bilingual, and students' pride in their native culture influenced the success of their second language learning. Significant differences in teacher beliefs regarding factors that support successful language acquisition were shown in four areas: socio economic status of successful second language learners, practice in the second language, aptitude for second language learning, and first language proficiency. The results of the open-ended survey items indicated that teachers of both groups believed that second language learners' home and family life and intrinsic motivation were factors that supported successful second language learning. Teachers who participated in the personal interviews stressed the role of the teacher in supporting successful second language learners, the students' intrinsic motivation, and parents' values regarding second language learning. These findings suggested that teachers of ELLs and teachers of English speakers learning a second language had very similar beliefs regarding the factors that supported successful second language learning, whether students were ELLs learning English as a new language or English speakers learning a new language.
Download or read book Proceedings of MAC ETeL 2016 written by group of authors and published by MAC Prague consulting. This book was released on 2016-08-04 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Multidisciplinary Academic Conference on Education, Teaching and E-learning, Czech Republic, Prague (MAC-ETeL 2016)
Download or read book Linguistic Minority Students Go to College written by Yasuko Kanno and published by Routledge. This book was released on 2012-04-23 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college. Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate. Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.
Download or read book Teachers Beliefs about the Factors that Support Successful Second Language Acquisition of Elementary School Students written by and published by . This book was released on 2008 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Second language acquisition has increased in importance in elementary schools throughout the United States due, in part, to the growing numbers of English Language Learners (ELLs) as well as an economic and social demand for native English speakers to learn world languages. The purpose of this study was to investigate elementary teachers' beliefs regarding the factors that contribute to successfully learning a second language, whether students are ELLs learning English as a new language or English speakers learning a new language. More specifically, this study compared the opinions of elementary teachers of successful ELLs with teachers of English speakers successfully learning a new language. This study employed a mixed methods approach to identify and elucidate the factors teachers of second language learners believe influence successful second language acquisition. Data collection included two web-based surveys; one for teachers of English Language Learners and one for teachers of English speakers learning a second language. The web-based surveys included questions about teachers' demographics, Likert Scale items, and open-ended items. Descriptive statistics and analysis of variance were used to analyze and report the results of the survey items. To further clarify and substantiate the survey findings, personal interviews were conducted. Qualitative methods were used to analyze this data. The findings from each group of teachers were compared for similarities and differences. The results of the Likert Scale items showed more consistencies than differences among the beliefs of teachers of both ELLs and English speakers learning a second language. Mean responses for both groups of teachers indicated that teachers of both groups believed factors such as parent encouragement, second language instruction at school, attendance, student interest in many topics, students' desire to be bilingual, and students' pride in their native culture influenced the success of their second language learning. Significant differences in teacher beliefs regarding factors that support successful language acquisition were shown in four areas: socio economic status of successful second language learners, practice in the second language, aptitude for second language learning, and first language proficiency. The results of the open-ended survey items indicated that teachers of both groups believed that second language learners' home and family life and intrinsic motivation were factors that supported successful second language learning. Teachers who participated in the personal interviews stressed the role of the teacher in supporting successful second language learners, the students' intrinsic motivation, and parents' values regarding second language learning. These findings suggested that teachers of ELLs and teachers of English speakers learning a second language had very similar beliefs regarding the factors that supported successful second language learning, whether students were ELLs learning English as a new language or English speakers learning a new language.
Download or read book Time to Proficiency in Young English Learners and Factors that Affect the Time written by Xiaowan Zhang and published by . This book was released on 2021 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: English learner (EL) children (i.e., children learning English as a second language) constitute one of the fastest growing, yet disproportionately underachieving, segments of the U.S. public-school population. A main difficulty that ELs face at school is learning English and content-area knowledge in tandem. Low levels of English proficiency may limit ELs' abilities to benefit from content instruction in English or to demonstrate knowledge and skills on mainstream academic assessments (Cook, Linquanti, Chinen, & Jung, 2012). This study investigates the time it takes for EL children to attain English proficiency and factors that affect the time by drawing on longitudinal EL data from Michigan. Socio-demographic and English-proficiency assessment data were requested from the Michigan Education Research Institute (MERI) on six cohorts of students who entered Michigan public schools in kindergarten as ELs in 2013-2014 through 2018-2019. All students were followed for up to six years from kindergarten through fifth grade. Discrete-time survival analysis was used to estimate the time that ELs took to attain proficiency as measured by Michigan's state English language proficiency assessment (i.e., ACCESS for ELLs) and to explore the relationship between time to proficiency and six factors of interests: (a) primary disability type, (b) primary home language, (c) poverty status, (d) home English use, (e) instructional programming, and (f) retention. Findings showed that half of ELs who entered Michigan public schools in kindergarten attained proficiency in five years, with writing being the largest barrier to proficiency for those students. Findings of this study further indicated ELs' time to proficiency was significantly related to their sociodemographic and educational backgrounds. Specifically, ELs with disabilities, ELs speaking some particular home languages (e.g., Arabic, AfroAisatic, and Spanish), and ELs who ever lived in poverty were less likely to attain proficiency than their peers who did not have those backgrounds. In addition, ELs who received partial instruction in their home language (L1) and ELs who never used English at home were equally likely, and in some cases slightly more likely, to attain proficiency as compared with their peers who were immersed full-time in an English-only environment at school and at home. Lastly, students who were ever retained in grade were less likely to attain proficiency than their peers who were never retained in upper elementary grades despite short-term gains associated with retention in early elementary grades. Implications of these findings point to the importance of improving current accountability systems to reflect the diversity of the EL population, supporting L1 maintenance in the home and school contexts, monitoring the effect of retention on ELs, and providing better writing instruction for ELs.
