english-language-learners
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- PaperERIC — ELT & TESOL1 Jan 2025
Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, Fourth Edition
Wayne E. Wright
This fourth edition covers updated research, theory, policy, and practice for teaching English language learners. It includes new sections on translanguaging, dual language bilingual education, and the impact of AI on teaching and assessment. The text prepares educators to create linguistically and culturally responsive classrooms.
Original abstract
Prepare the next generation of educators to effectively teach multilingual students classified as English language learners (ELLs) with this comprehensive fourth edition of a cornerstone text. Written by one of today's leading authors and researchers on ELL and bilingual education, this is "the" authoritative textbook for getting K-12 teachers and administrators ready to meet state competency requirements and help their multilingual students thrive. Designed for foundations courses in both undergraduate and graduate programs, this core text has been fully updated with the latest research, theory, policies, key topics, and recommended practices. Future educators will learn how to integrate ELL-classified students into their classes, use students' home languages as resources for learning, plan rigorous standards-aligned language and literacy instruction, make research-based decisions, differentiate core content-area instruction, and make effective use of new technologies. Ideal for use as a textbook and a key professional reference, this book will help educators create linguistically and culturally responsive classrooms and schools that set ELL-classified students up for success. What's new: (1) The latest statistical data, policy changes, demographics, and research on the education of multilingual learners; (2) Expanded coverage of critical topics: translanguaging, assessment growth models, dual language bilingual education, newcomer programs, and technology in the classroom; (3) Updates to align with the most recent WIDA English Language Development Standards Framework, the Seal of Biliteracy, and the latest federal and state language and education policies for ELL-classified students; (4) Timely new sections on the impacts of COVID-19, gifted and talented education for ELL-classified students, foundational skills for reading, writing tools, and artificial intelligence (AI) for teaching, learning, and assessment; and (5) More explicit links between recommended literacy strategies and foundational literacy skills. Student-friendly features: Pre-service educators will get guiding questions, key terms, vignettes, sample student work, activities, discussion questions, recommended readings, a glossary, and access to the Companion Website. Companion Website: This book's unique, extensive companion website enhances higher-education learning and gives professors and students innovative ways to interact and collaborate. Students will benefit from a discussion board, research activities, forms and templates, links to additional resources, and review questions. Professors will get access to a Resource Room with helpful tools for organizing and teaching their classes and commenting on student discussions and activities.
- PaperERIC — ELT & TESOL1 Jan 2025
Exploring English Language Learners' Performance on Online, Asynchronous Science-Based Examinations
Carol Rentas, Ramapoza O'Dwyer, Rohini Ganjoo, Marcia A. Firmani et al.
Correlations between English proficiency and final exam scores were found only for non-ELL students in some science courses, not for English language learners (ELLs). Interviews with 13 ELLs revealed strategies they used in online learning. The findings may inform interventions to support ELLs in asynchronous science coursework.
Original abstract
This study explored the relationships between English language proficiency and performance in online, asynchronous science courses. Each participant completed a Language Background Questionnaire (LBQ) to indicate if English was not their native language, thus categorizing them as an English Language Learner (ELL). The Combined English Language Skills Assessment (CELSA) measured English language proficiency. Of 25 ELLs 13 were interviewed to elicit their perspectives of learning strategies used in an online environment. Quantitative analyses involved t-tests and Pearson's correlation among 91 participants' CELSA scores and final exam results. For non-ELL students, there were weak to moderate, positive correlations for Bacteriology 2: r(57)=0.47, p<0.00, Clinical Chemistry 1: r(33)=0.36, p=0.04, and Clinical Chemistry 2: r(33)=0.44, p=0.01; no other significant correlations were found. This study may inform interventions and strategies that enhance learning and performance in science-based coursework in courses taught in asynchronous, online programs for all students, particularly ELLs.
- PaperERIC — ELT & TESOL1 Jan 2025
Innovative Pathways in STEM: Virtual Reality for Empowering English Language Learners
Nooshin Darvishinia, Ambyr Rios, J. Spencer Clark
A systematic literature review finds that Virtual Reality (VR) enhances STEM learning outcomes through immersive and interactive features, improving understanding, retention, and engagement. However, the review reveals a significant gap in research focusing on English Language Learners (ELLs), a group that could particularly benefit from VR's tailored experiences. The study calls for further research and professional development to integrate VR into inclusive STEM education for ELLs.
Original abstract
This systematic literature review explores the impact of Virtual Reality (VR) on STEM education, focusing on the enhancement of student learning outcomes. Our findings reveal that VR's immersive and interactive features significantly improve student understanding, retention, and engagement. Key features of effective VR applications include immersive simulations and interactive experiences, which enhance the learning of complex concepts. However, this systematic literature review highlights a significant gap in studies focused on English Language Learners (ELLs), a group that could greatly benefit from VR's tailored educational experiences. The review emphasizes the importance of professional development for educators to effectively integrate VR technology. The findings advocate for further research and the development of VR applications aimed at creating more inclusive and equitable STEM learning environments, particularly for English Language Learners.