Browsing by Subject "English learners"

Now showing 1 - 11 of 11

A snapshot of Texas bilingual preparation programs
(2022-07-01) De La garza, Sarah A.; Reyes, Pedro, 1954-; DeMatthews, David E; Valenzuela, Angela; Salinas, Cinthia
Extant research on bilingual teacher preparation is growing but limited. The purpose of my study was to analyze bilingual program structures and the experiences of bilingual preservice candidates. The following research questions guided my study: (1) What are the most common structures of bilingual teacher preparation programs in Texas related to English learner student needs? (2) How, if at all, do programs vary in their structures around knowledge of cultural and linguistic diversity? (3) How, if at all, do programs vary in their structures around knowledge of linguistics? The study employed a 2-stage exploratory sequential design that involved interviews with bilingual program directors and an extensive document analysis of program documents and syllabi. This study also addressed a gap in the literature through a multi-institutional case study, the findings of which were based on a sample of 7 bilingual preparation programs in Texas. The findings to the first research question describe how various curriculum, pedagogy, assessment, and faculty structures impact the state’s bilingual preparation programs. These structures respond to state policies such as the passage of H.B. 3 and H.B. 3217 in 2019, existing certification exam requirements for bilingual preservice candidates, and the new clinical residency model. The findings also illustrate the programs’ dependence on adjunct faculty to teach general preparation courses. Bilingual candidates have mixed access to tenure-track or tenured faculty for specialized bilingual courses. The findings of the second and third research questions illuminate how programs varied in their structures of knowledge of cultural diversity, linguistic diversity, and linguistics. Some programs were more intentional about addressing cultural diversity from a political or intersectional lens than others. Moreover, programs varied in their attention to the English Language Proficiency Standards and emergent bilinguals’ levels of English proficiency. While the document analysis showed variation in how programs addressed candidates’ knowledge of Spanish language structures, few differences emerged in what bilingual candidates learned about English language structures. This manuscript concludes with implications to consider in the policy, practice, theoretical, and research areas. These recommendations include longitudinal studies and revision of existing certification exam policies.
Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students
(Texas Education Review, 2020) Fernandez, Luis Miguel; Tharayil, Sneha A.; Callahan, Rebecca M.
Our research team performed an exploratory analysis of teacher gesturing via a case study of an elementary teacher. We focused on gesturing, a practice found to support both bilingual English learner students’ linguistic development and mathematics achievement, during the teacher’s engineering and science lessons. The research team systematically analyzed teacher video data using McNeill’s gestural dimensions framework and found variation of gesturing types and rates when comparing engineering and baseline science lessons. Additionally, specific types of teacher-gestures appear to be associated with either behavioral or classroom management practices, procedural instructions, and discussion facilitation. We suggest that teacher-gestures such as these have the potential to facilitate bilingual English learners’ language acquisition, while also developing their STEM literacy in general and engineering capacity in particular. Further exploration of teacher-gestures in elementary engineering curricula could lead to an integrated STEM pedagogy that incorporates gesturing as a fundamental teaching strategy, bridging STEM instruction with linguistically responsive instructional practices.
Bilingual teachers reflecting on mathematics teaching : what they notice about engaging children in problem solving
(2013-05) Maldonado, Luz Angélica; Empson, Susan B.
Teachers are being asked to engage in ambitious mathematics teaching in order to reform children's mathematics learning, and it has proven to be challenging. Unraveling the challenges requires understanding the in-the-moment decisions that teachers make while teaching mathematics. The focus of this study is to understand teacher noticing, the ways in which teachers identify, reason about and make decisions in the situations that occur when engaging English language learners in problem solving. Specifically, I used the construct of professional noticing of children's mathematical thinking (Jacobs, Lamb, & Philipp, 2010) to investigate what three bilingual teachers notice as they participate in a teacher study group to analyze and reflect on their experiences in weekly problem solving small groups. What teachers noticed reflected attention to situations in which they struggled to understand children's mathematical thinking and attempts to direct students towards correct problem solving. Teachers' decisions and struggles in engaging children in problem solving also revealed a focus on the role of preparing English language learners be successful for standardized testing. However, looking at student's work in the teacher study group began to help teachers focus on children's mathematical thinking. Implications on continued understanding of teacher noticing, effective mathematics professional development and developing understanding of mathematics teaching to English Language learners are discussed.
Do English learners benefit more than other students from individual graduation committees? : a case study of SB 149 at an urban high school in Texas
(2019-06-18) Wright, Jeffrey Kent; Reyes, Pedro, 1954-; Olivarez, Ruben; Sharpe, Edwin R; Kahlon, Amardeep
State data indicate that English Learners (ELs) in Texas public schools have the lowest high school graduation rate of all student groups, including special education. A 2015 policy change however, may be working to close the graduation gap in the state between ELs and English proficient students. In May of 2015, Senate Bill 149 (SB 149) became law and established local Individual Graduation Committees (IGCs) to review academic data on students who have not met state standard in time for graduation on the state’s End of Course Exams (EOCs). After the IGC’s review, and under certain conditions, the committee may reduce the number of EOCs required for high school graduation from 5 tests to any combination of 3 on which the student has met standard. A possible effect of this policy change is SB 149 and the associated IGC may provide greater benefit to ELs for public high school graduation than to English proficient students. Accordingly, I conducted a case study analysis at a large, urban high school in central Texas. My approach was based on several statistical techniques. Using Chi-square tests for independence I contrasted EL versus English proficient students for proportionality on graduation with and without the legislation. Next, I examined proportionality between ELs and English proficient students on the specific EOCs where the students applied SB 149 to graduate. Finally, I conducted a series of multiple linear regression analyses, including stepwise regression, to determine whether EL language proficiency data that are provided annually by the state might predict success or failure for these students when they are facing their final attempt at meeting standard on their English 2 EOC, typically the most difficult EOC for ELs. Some of the results were unexpected, and a new direction in 2018 on the state’s annual English proficiency test added intrigue to the study, making for a timely discussion of implications for current and future educational policy in the state
Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits
(2017-12) Williams, Kelly Jean; Vaughn, Sharon, 1952-; Roberts, Greg; Cooc, North; Toste, Jessica; Barnes, Marcia
English Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only or students with disabilities (SWDs) only. Despite this, there is limited evidence on how to improve reading outcomes through reading interventions for adolescent ELSWDs. The purpose of this quasi-experimental study was to examine the effects of an intensive, year-long reading intervention, the Reading Intervention for Adolescents (RIA), on reading outcomes (word reading, vocabulary, and comprehension) for ninth grade ELSWDs (n = 95) with deficits in reading comprehension and to determine if the effects of the intervention varied by limited English proficiency (LEP) status (current versus former). Participants assigned to RIA received the intervention for the entire ninth-grade school year, while students in the comparison condition participated in electives such as band, chorus, or computer. Phase I of the intervention focused on advanced word study, fluency, vocabulary, and comprehension, while Phase II of the intervention emphasized vocabulary and comprehension, as well as the application of the strategies learned in Phase I with science and social studies texts. Participants were assessed at pre- and post-intervention on measures of real and pseudoword reading, comprehension, and vocabulary. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the RIA treatment and the comparison groups. Small effects were observed on measures of word reading, comprehension, and proximal vocabulary, and Hedge’s g values ranted from 0.08 to 0.40. There were also not significant differential effects of the intervention for students currently identified as LEP versus students formerly identified as LEP. Findings from this study confirm previous research with ELSWDs, in that it is difficult to improve vocabulary and comprehension for this population of students.
ESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disability
(2016-05) Philpott, Anna Jura Mary; Toste, Jessica; Ainslie, Ricardo; Linan-Thompson, Sylvia
Efforts to implement the Response to Intervention (RTI) framework in middle schools are increasing. Concurrently the number of English Learners (ELs) enrolled in middle schools is growing rapidly, yet little research exists regarding efficacy of the RTI framework for ELs at the middle school level. This study used qualitative focus group methodology to explore middle school English as a Second Language (ESL) teachers’ perceptions of effective instruction and interventions for ELs and to gain insight into their experiences of referring a struggling student to special education services. Specifically, three research questions are addressed: (1) In districts with at least 25% EL populations, how do ESL teachers currently respond to struggling ELs who may need special education services?; (2) What barriers exist that make it difficult to provide support for these students?; and (3) What critical success factors can be distilled from the experience of ESL teachers interviewed? Themes discussed include the challenge of distinguishing struggles related to limited English proficiency from a possible learning disability, the need for more structure and guidance within the RTI process, and support provided by district ESL departments. Implications of these findings are discussed and direction for future research is stated.
Leading to college : high school principals and English learners' college readiness
(2023-07-11) Razavi-Maleki, Bita; Reyes, Pedro, 1954-; DeMatthews, David; Cantu, Norma; Mavrogordato, Madeline
Research on education of English learner (EL) students, through the lens of involvement of high school principals in equity and social justice, is growing but limited. The purpose of my study was to examine how high school leaders (principals, assistant principals and associate principals) prioritize college readiness for ELs and how they make sense of their priorities. These research questions guided my study: (1) What do high school principals know about college readiness policies for all students and particularly for ELs? (2) What are high school principals’ priorities for ELs regarding college readiness? And how do high school principals make sense of these priorities for ELs? This study also offers a review of literature on the role of principals in shaping educational experiences of students as well as a brief history of policies related to education of ELs. The findings to the first research question describe high school principals’ involvement in shaping school culture regarding college readiness, especially college readiness for ELs. High school principals provide broad supervision of college readiness components being implemented on their campuses, but they are not involved with specific implementation plans. They typically have a hands-off approach to creating programs for college readiness for students, both EL and non-EL. The second research question findigs showed that principals’ priority for their EL student population is English language fluency. Principals had various reasons for why English language proficiency is their priority, but they all viewed it as a stepping-stone to access to future opportunities for students. They expressed concerns about prioritizing other goals for ELs when English language fluency is the gatekeeper for other opportunities. The findings of this study highlight the need for additional research on the role of school leadership in policy implementation as well as the need for further investigation of educational policies and allowing flexibility for interpretation in light of specific needs of local contexts of schools. This manuscript concludes with implications and recommendations for theory, policy, practice, and future research.
A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners
(2010-08) Cook, Matthew Alan, 1975-; Koike, Dale April; Hensey, Frederick
Heeding the call by Firth and Wagner (1997) for a re-analysis of some of the “facts” of modern second language (L2) learning theory and research, the goals of this present study are to determine if: (1) informal conversations between a NS of English (NES) learning Spanish and a NS of Spanish (NSS) learning English reveal insight regarding the natural use and interaction of the first (L1) and the target language (TL); (2) informal L2 conversations in which the L1 is permitted present opportunities for L2 teaching, learning or socialization; and (3) provided that evidence of possible opportunities for L2 teaching, learning or socialization is found, does this indicate a need for permitting both informal talk and the use of the L1 in the L2 learning context. It was hypothesized that in informal conversations, learners would demonstrate intuitive approaches to L2 learning, teaching and socialization, and that observations of these phenomena could help guide research and pedagogy regarding the L2 learning context. It was also hypothesized that informal language exchanges would demonstrate that when left to intuition, participants would provide quality NS input and modified NNS output for their partners as they alternated between L1 and L2 and between the roles of language teacher and language learner. Previous studies have shown that the ability to control the language being used and the topic being discussed allows learners to access knowledge and linguistic structures that enable them to feel more comfortable using the L2 and less anxious about interacting in L2 conversations (Auerbach 1993; Tomlinson 2001; Lantolf and Thorne 2007). The design of this study was intended to address the concept of bi-directional informal discourse in learner/expert learner/expert pairs (i.e., participants who are each learners of their partners’ L1) and the informal exchange of two languages in the L2 learning context. Although the importance of language learning and use in context have been described since the early 20th century in the work of Vygotsky, and the phenomenon of participant orientation and role-switching has also been examined in recent years, there have been relatively few studies that have looked at the nexus of social talk and reciprocal teaching by pairs of learner/experts as this context interacts with the use of the L1 and the L2 in an informal communication event. Data for the study were obtained from audio recordings of four conversations between pairs of native Spanish speakers learning English and native English speakers learning Spanish with the goal of determining what the participants would teach to one other through the use of informal, unstructured conversation using both the L1 & the L2. In addition, all of the participants completed an exit interview questionnaire on their experience with the interaction as well as their general opinions regarding language learning. The data showed that 7 out of 8 participants did teach (intentionally or unintentionally) both linguistic and extra-linguistic information from their L1 to their partners, and that in all pairs a local set of rules regarding the use of the L1was established (including the pair in which no English was used). The pairs modeled an intuitive use of the L1 demonstrating the ability of the L1 both to bridge conversational gaps and to enable teaching and socialization in the L2. The data also show how the participants built a community of practice by setting and changing the language used, requesting explicit feedback or evaluation from their partners, bonding over language learning struggles, as well the linguistic and extra-linguistic information that the participants provided for their partners. The results of the study indicate potential benefits both for the use of the L1 in the L2 learning context, and for allowing learners to teach from their own L1 while learning the L2 in informal conversations. However, the recordings and the exit interviews also show some potential problems for implementation (e.g., the possibility that a conversation may be carried out in just one language). The conclusions present implications and applications for the study, such as the establishment of language exchange programs as a supplement to traditional L2 classes, as well as the limitations of the study and suggestions for further research.
Speaking of learning: the promises and pitfalls of bilingual education
(2013-05) Morales, Carlos Elizario; Jensen, Robert, 1958-; Cash, Wanda
The state of Texas is undoubtedly undergoing a demographic shift. Since 2001, Hispanics have made up the largest ethnic representation in Texas public schools and by 2020 they’re estimated to become a majority minority throughout the state. As their population swells, so will the number of English language learners (Ells) in Texas schools. In fact, this group has grown by nearly 40 percent in the last ten years. During this same period of time, English learners have remained, on average, four times more likely to drop out compared to their White counterparts. This is forcing educators and administrators in the state to readjust their approach to educating English learners. The models used have been both ardently supported by educators and vehemently opposed. Recently, a program called dual language, which uses both native-language and English-based instruction has risen into prominence among educators. But many have been left wondering if this program will be the answer to disparities between English learners and monolingual students.
The effects of an inference instruction intervention on the inference generation and reading comprehension of struggling readers in grades 6 and 7
(2016-08) Hall, Colby S.; Vaughn, Sharon, 1952-; Barnes, Marcia; Berets, Natasha; Church-Lang, Jessica; Toste, Jessica
There is ample evidence that inference generation skill directly contributes to reading comprehension, as well as evidence that struggling readers make fewer inferences than proficient readers. This experimental study examined the effectiveness of a small-group inference instruction intervention on the inference generation and reading comprehension of struggling readers in Grades 6 and 7. The sample comprised 78 students randomly assigned to a small-group inference instruction intervention condition (n = 39) or a business-as-usual comparison condition in which students received computer-delivered English language arts instruction via individualized learning software (n = 39). In the intervention condition, small groups of 3 to 6 students participated in 24, 40-minute sessions. Instruction focused on both text-connecting inferences (e.g., pronoun reference, inferring word meaning from context) and gap-filling inferences (i.e., inferences that require students to integrate their knowledge about the world with information in text). Treatment effects were estimated using multiple regression analyses. Results indicate that membership in the Making Inferences treatment condition statistically significantly predicted higher outcome score for the standardized measure of general reading comprehension skill, the GMRT Reading Comprehension subtest (d = 0.60), but not for any of the three measures of inference skill. Phonemic decoding at pretest was a statistically significant moderator of intervention effects on the GMRT-RC, with treatment effects increasing as students’ levels of phonemic decoding skill increased. The same pattern of effects was evident for the depth of vocabulary knowledge moderator variables, although interaction terms were not statistically significant, p < .05: as student depth of vocabulary knowledge at pretest increased, the effects of inference instruction on the GMRT-RC were greater. Overall, students’ perceptions of the Making Inferences instructional treatment were positive.
Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English
(2014-08) Yu, Li-Tang; Schallert, Diane L.
Because little was known about second language online collaborative reading, this study explored the application of an online annotation affordance, analyzing the processes and products of how Taiwanese schoolchildren used notetaking and sharing functions to develop their English reading comprehension. Fifth-grade students (N = 83) from three English classes were randomly assigned to three reading conditions: read-only (i.e., individual reading without making any annotation), individual annotation (i.e., making annotations for their own use), and collaborative annotation (i.e., making and sharing annotations on their reading experience with others while reading) for three reading sessions. Data sources included a background survey, reading comprehension tests (free recall and cued recall), reading affect surveys, students’ annotations, text-based stimulated recall protocols, and a survey about the frequency of online support consultation. Results of quantitative and qualitative analyses showed that there was no statistically significant difference among the reading groups in their free recall and cued recall performance, their reading enjoyment and engagement, and their perceptions of the reading activity’s helpfulness for reading comprehension. Despite the lack of overall significant difference in reading affect, the collaborative annotation group increased their affect levels across the reading sessions, and significantly raised enjoyment levels between first and second sessions. Supplementary analyses found that the relationship between the amount of annotation and students’ reading comprehension scores was positive but did not reach a statistically significant level. Additionally, the more often the participants consulted online resources, the lower were their cued recall scores. As for the functions served by students’ annotations, nine categories were identified. The most prevalent function for the individual annotation group was “Translations,” whereas “Responses to Peers” was the most frequent category for the collaborative annotation group. The amount of interaction with peers was positively associated with cued recall scores and negatively associated with amount of use of translation annotations. Analysis of processes revealed that students were different in how they read online and used annotations. Students provided multifaceted reasons for why they did or did not make annotations and reply to peers while reading, and for why they liked or disliked the online reading activities.