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The concept of motivation and willingness to communicate is by many researchers considered to be essential in learning a foreign language. The purpose of the study was to investigate the concept of willingness to communicate and motivation of English language learners in the context of Slovak university students aged 18-22 learning English as a foreign language. The theoretical framework is based on the theories by Dorney [4], Gardner [1,5,6], McGroskey [7], Arnold [2], and Horwitz [18]. The manuscript is divided into two main parts, the theoretical and the empirical. The first part of the research study discusses the concepts of integrative motivation and foreign language willingness to communicate. The second presents the results of the research. The results indicated the degree of factor of foreign language and the factor of willingness to communicate (FL-WTC) of the respondents being moderately high, as the students achieved 67.57% on the scale of WTC-FL. The current research study aimed to clarify the interrelatedness of the selected affective factors and their correlation to foreign language willingness to communicate. The findings supported the motivational construct outlined in the Socio-educational model of second language acquisition of Gardner [1] suggesting that students’ motivation, namely desire, effort and attitude towards learning a language is supported by the two attitudinal components: integrativeness and attitude towards the learning situation. Although the strongest correlation occurred between the component of integrativeness and motivation the attitude towards the learning situation also significantly contributed to integrative motivation. Even though attention was paid to the importance of integrative motivation of English language learners, it also stands in a close relationship with the concept of foreign language WTC.

ContextNonnative English speakers (NNESs) in the United States have more than doubled since 1990, increasing the likelihood of their seeking health care and experiencing language barriers. Language barriers in health care result in ineffective communication, a decreased level of care, and a reduction in overall provider satisfaction.ObjectiveTo investigate the experiences of secondary school athletic trainers (ATs) who provided care to patients who were NNESs or communicated with their NNES support systems.DesignQualitative study.SettingSemistructured interviews.Patients or Other ParticipantsFifteen secondary school ATs with experience communicating with NNES patients or their support systems.Data Collection and AnalysisParticipants were interviewed, and the interviews were transcribed. A 3-person data-analysis team used the multiphase, consensual qualitative research approach to develop a consensus codebook with domains and categories. Trustworthiness was established through member checking, multiple-researcher triangulating, and auditing.ResultsFour domains emerged from the data: (1) communication, (2) welcoming environment, (3) cultural agility, and (4) resourcefulness. Participants enhanced communication by relying on nonverbal communication, translated resources, and interpreters. The ATs discussed a difference in care delivery based on fluency. Respondents explained efforts to create a welcoming environment by speaking in the NNES's native language, increasing comfort, and serving as an advocate within the health care system. Acknowledging customs, demonstrating respect, and understanding potential fear, shame, or both associated with language barriers were discussed as ways to increase cultural agility. The ATs identified a lack of formal training, which increased their on-the-job training and health information technology use. Participants perceived spending increased amounts of initiation, effort, and time on adaptability while caring for and communicating with NNESs.ConclusionsThe ATs perceived that they had little formal training and, therefore, became more resourceful and increased communication strategies to provide equitable care. Participants indicated that adapting their care to meet cultural needs and creating a welcoming environment for NNESs were important when cultivating a patient-centered experience.

In 2017, Kari Moore of Exodus Refugee Immigration and Ginger Kosobucki of the Immigrant Welcome Center met and discussed the unique needs Kari had noticed in her beginning literacy learners at Exodus. In 2018, Ginger led the Immigrant Welcome Center’s Adult ELL Research Project, which exposed the need for more classes geared for literacy-level learners, as well as more teacher training. In 2020, Kari and Ginger collaborated to lead professional development opportunities for Indianapolis teachers, including ATLAS Study Circles and a 2-day TESOL training with an expert from Literacy Minnesota. Since that time, they have formed a cohort -- the Pathway to Literacy development team -- consisting of teachers from programs around the city. The team has developed a 10-week pilot program, an assessment tool, and a website all designed to more effectively serve the needs of adult immigrants and refugees developing literacy skills for the first time. The Adult ELL Pathway to Literacy Initiative, a collaborative effort among educators in Indianapolis, is an attempt to provide access to vulnerable learners who have had limited access to educational opportunities.

The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms. This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.

Ushbu maqola ingliz tilini o‘rganuvchi iqtisod yo‘nalishi talabalariga ingliz tilini o‘rganishning innovatsion yondashuvlarini ham o‘rganishda qo‘llashi kerak bo‘lgan metodlar va vositalardan foydalanishning samarali, zamonaviy usullarini o‘rgatadi

The present study aims to investigate the self-efficacy and goal orientation of college-level English Language Learners (ELLs). It further explored the relationship between self-efficacy and goal orientation. The data were collected from 198 ELLs by using an English Language Learning Survey. Participants had positive self-efficacy toward their English learning. ELLs who were 25 years old and above had a higher level of self-efficacy than those who were less than 25 years old. Females had a greater mastery goal orientation tendency than males. There was a positive correlation between self-efficacy and mastery goals, whereas self-efficacy was negatively correlated with performance-avoidance goals. Teachers are encouraged to provide scaffolding and set assessment focus on ELLs improvement and mastery of content to enhance their self-efficacy and facilitate adopting mastery goals.

This qualitative study employs Communities of Practice (Lave& Wenger, 1991) framework to map out how female learner identity is built and negotiated within Post-colonial Pakistan. The study traces out the ongoing identity struggles of young Pakistani female ESL learners at The Institute of English Language and Literature (IELL), University of Sindh, Jamshoro, Pakistan, from a broadly poststructuralist perspective .Data analysis and interpretation were guided by CoPframework which views learner as essentially part and parcel of the learning environment within which learning takes places. The data revealed a complex picture of Female English Language Learner Identity (FELLI), as diverse subject positions emerged while the participants developed a sense of alignment with different CoP and displaying acts of resistance to counter discrimination. Higher education appeared as a site of identity negotiation and transition into new CoP for the participants. The participants demonstrated signs of social, linguistic and academic participation in as participating members of academic CoP

BackgroundLiterature on autism spectrum disorder (ASD) suggestslowerASD prevalence andhigherage of diagnosis among children of color, from lower socioeconomic backgrounds, and from families with lower educational levels. These disparities have been attributed to factors such as limited access to diagnostic and treatment services, less opportunity for upward mobility to locales with ample resources, and linguistic barriers. However, few studies describe prevalence and geographic differences of ASD diagnoses by English Language Learner (ELL) status.ObjectivesThe primary objectives of this study are to (1) spatially explore the prevalence of ASD among New York State school districts and (2) examine differences of ASD prevalence rates between ELLs and native English-speaking peers.MethodsUsing the 2016–2017 district-level data on public and non-public school age students (3–21 years old) receiving special education services in New York, we analyzed sociodemographic trends among school districts with varying percentages (low, medium, and high ranges) of students with ASD and ELLs. To do this, we conducted exploratory spatial analyses using GIS software, analysis of school district level demographic data, and multivariate linear regression.ResultsIn contrast to prior research on ASD prevalence among minority groups, we found disproportionately higher rates of ASD among school districts with higher proportions of Black and Hispanic students. Geographic analysis revealed statistically significant clustering of school districts with high ASD rates in New York City and Albany. Higher proportions of ELLs tended to be concentrated in densely populated, urban, and geographically smaller school districts and had higher proportions of Black, Hispanic, and Asian students.ConclusionsSchools with higher rates of ASD and ELL students tend to be concentrated in urban regions throughout New York and have higher representation of Black and Hispanic/Latino students, as well as higher rates of learning disabilities in general. Further research is warranted to explore possible reasons for this phenomenon.

This study reported four–week English bedtime story of Rara, a young English language learner from Indonesia. A case study approach was employed in this study. Fitri, Rara’s mother, was asked to read five different English stories to her on the basis of the period of four weeks regularly. These stories were given as media for children to have comprehensible input. The data were taken from daily journal written by the mother and a semi-structure interview in which was then analyzed and interpreted. The result showed that the child was able to follow the storylines and was able to comprehend them. The story also helped the child acquiring some English vocabularies and fixed utterances naturally. Hence, English bedtime story program can be considered as an alternative way in introducing English to EFL young learners.

13 páginas Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.” Estudiar inglés es un desafío y, para muchos estudiantes, las discapacidades de aprendizaje no diagnosticadas pueden representar una seria amenaza para su éxito. Los más recientes estudios indican que, hasta un 10 % de la población mundial tiene una discapacidad no aparente, como el autismo o la dislexia. Al mismo tiempo, pocos profesores de aprendices de inglés (ELL) en educación superior han recibido entrenamiento en discapacidades de aprendizaje y, a menudo, no están seguros de cómo apoyar a los alumnos que parecen tener otros desafíos. Esto es particularmente cierto en lo que respecta a la evaluación, ya que los instructores a menudo se basan en herramientas tradicionales que podrían afectar negativamente la validez de los resultados de la evaluación. En esta breve reflexión, los autores comparten cómo los instructores pueden aplicar los principios del Diseño Universal para el Aprendizaje (DUA) a sus prácticas de evaluación para apoyar a los estudiantes con discapacidades, independientemente del estado de diagnóstico. Luego, los autores proporcionarán una descripción general de la teoría DUA, que propone que los estudiantes con discapacidades a menudo se benefician más con adaptaciones en representación, expresión y participación que pueden beneficiar a toda la clase. La mayor parte del artículo se centrará en estrategias prácticas específicas para implementar la DUA dentro de la evaluación en la educación superior. Dichas estrategias incluyen desarrollar la función ejecutiva, implementar evaluaciones multicanal y aprender sobre los estudiantes a través de un “ciclo de evaluación”.

The authors present a qualitative study which investigates the intersections between English Language Learner (ELL) status, disability, and special education in a mid-sized urban school district in...

This ethnographic case study grounded in constructivist approaches reveals the problems, gaps and challenges within one local K-12 school system that prevent consistent collaboration between teachers and specialists to appropriately and sufficiently support dually identified students. A dually identified student for the purpose of this research is defined as an English language learner who is also diagnosed with an identified disability. Qualitative data was collected to help answer the research question, “What conditions do classroom teachers, special education teachers, and English as a new language(ENL) teachers believe allow them to collaborate effectively to appropriately support dually identified students and their families?” Through analysis of semi structured interviews, the existing gaps, themes, and implications are identified in order to better support dually identified K-12 students and their families.

INTRODUCTION: Although many low-income families have experienced food insecurity during the COVID-19 pandemic, rates have been particularly high among low-income Hispanic and immigrant households. METHODS: The present study draws on data from an ongoing longitudinal study of low-income families and children in Tulsa, Oklahoma to examine food insecurity among English Language Learners (ELLs), all of whom were Hispanic and most of whom came from immigrant families. RESULTS: Findings indicate that, although low-income ELL families were somewhat more likely to experience food insecurity than other low-income families before the pandemic, once COVID-19 erupted, they had 3 times the odds of experiencing food insecurity, even after controlling for prior risk factors and COVID-related income loss. Further, food-insecure ELLs were less likely to receive SNAP benefits than other food-insecure families. DISCUSSION: Taken with other research, results suggest that because of concerns around immigration status, ELL families may have less access to critical benefits that have supported other families throughout the pandemic, such as SNAP and CARES Act stimulus checks. Thus, to meet the urgent needs of persistent food insecurity, aid should refocus on using rapid response systems with community ties, such as mutual aid organizations and school systems, to provide financial and monetary support to low-income ELL families. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years. Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

Using novel variation in special education and English language learner classification from admissions lotteries, I find that students can achieve large academic gains without specialized services. Enrolling in a Boston charter doubles the likelihood that students lose their special education or English language learner status, but exposes students to a high-performing general education program. Effects extend to college—charters nearly double the likelihood that English language learners enroll in four-year colleges and quadruple two-year college graduation rates for special education students. Results suggest that high-quality general education practices drive the gains and find no detrimental effect from reduced classification.

This study seeks to identify literacy strategies that support English language learner literacy development in secondary English courses. The study occurs over a six-week unit where whole-class reading of the novella Animal Farm takes place. The study features qualitative methods of data collection and analysis situated in an advocacy, change-oriented perspective. Data include teaching journal entries, lesson plans, field notes, student conference interviews (conferring notes), and student records and artifacts. Constant comparison and grounded theory methods of analysis are used, along with open coding and pattern matching. Findings reveal four emergent patterns that have a significant positive correlation to comprehension, participation, and academic achievement: the frequency of teacher read-alouds, the use of visual aids with graphic organizers, the use of group activities as part of scaffolding exercises, and sustained repetition of strategies and material.

This paper aims to answer how autonomy has been conceptualized in the literature, and what characterizes the different approaches to the conceptualization of adult English language learner autonomy...

The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.

With the steady increase in the English Language Learner (ELL) population in the U.S., this case study was aimed at capturing elementary teachers’ perceptions of how well their teacher preparation program was prepared to teach ELLs. This work utilized the case study design, and included five North American elementary teachers as the subjects of the research who were teaching ELLs in a small Christian Academy located in southern Haiti. All of the teachers were fluent in English, and two of the teachers from Canada were also fluent in French. All of the elementary students spoke Creole. The instruments in the case study included a questionnaire, two interviews, and classroom observations of teaching. The data was coded and triangulated. The results of this study supported existing research, and specifically included a desire for explicit coursework on how to teach reading to ELLs within their teacher preparation program, as well as increased time instructing ELL students in high ELL population schools that utilized inclusive instruction during their student teaching placements. Required second language coursework was also recommended, as the teachers believed it would have enhanced their understanding of the complexity of language acquisition and develop empathy for ELL students. Key words: Teacher education, English Language Learners, teacher perceptions.

Implementing challenging mathematics tasks with multilingual students who are not yet fluent in the instructional language is difficult for monolingual teachers because of the linguistic and cultur...

Literacy is more than the ability to decode words and digital literacy is more than the ability to use a computer. This paper will attempt to define digital literacy and the benefits it provides to both the English language learner (ELL) and the English language instructor. It will also explore some of the misconceptions surrounding digital literacy and try to show that there is a need for basic training in this area for all language educators. Schools have taken the first step by providing access to computer technology in the classrooms; however, most have short-changed students in the development of digital skills.

CAN and COULD have multiple uses and multiple interpretations which can be difficult for learners of English to understand. For example, the difference of Can you help me? and Could you help me? may go unnoticed to an English language learner, but a native speaker of English would recognise a difference in politeness. The current paper reports on an investigation of learners’ use of the modal auxiliaries CAN and COULD, including their negative counterparts (cannot/can’t and could not/couldn’t), in an English Proficiency Program (EPP) classroom at a New Zealand University. Through first examining the learners’ use of CAN and COULD in spoken and written contexts, comparisons are made to their use in the British National Corpus, which results in the identification of areas in which learners’ use could be strengthened.

This study seeks to understand the information-to-knowledge experience of English Language Learner (ELL) students in a Guided Inquiry project undertaken by the librarian and subject teachers. As a pilot study, it provides an in-depth examination of two Korean 11th grade students in a biology class of a high school in New Jersey, U.S. During the project, data were collected through questionnaire, surveys, search journals, search sessions, observation, students’ papers, and interviews. The findings of this study will facilitate the understanding on the information seeking and knowledge construction process of ELL students so that school environments, including school libraries, can provide meaningful instructional and service interventions for them.

The objective of this paper is to make a theoretically informed judgement about how a child processes a text in a reading activity. A second-grade English language learner participated as the subject of this study and was observed for five times of one-on-one guided reading condition (30 minutes each). The observation focused on what happened when the child read, how and what changes occurred over time. We also focused on the individual differences and the role of knowledgeable others in helping the child processed the texts. We took notes on observable behaviors in reading processing, including monitoring activities, self-correction behaviors, and problem-solving strategies. The findings suggest some critical arguments, including (1) reading is a problem-solving activity involving multiple knowledge sources, (2) self-correction in reading is as a sign of progress, and (3) reading progress from novice to expert occurs in different path system. DOI: 10.26905/enjourme.v4i2.4036

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

This study explores the short-run effects of state-funded, public school-based pre-kindergarten (pre-K) programs on the early educational outcomes of students in Miami-Dade County Public Schools. Using data on all kindergarten students enrolled in the public schools in years 2006 and 2007, we examine differences in outcomes from pre-K to the early grades – promotion to first grade, school mobility, and exit from English language learner (ELL) status – for students who were enrolled in public school pre-K in the previous year as compared to students who entered the public school system at kindergarten. We find that children who participated in a public school pre-K program had higher rates of promotion to the first grade and higher rates of school stability between kindergarten and first grade. ELL children who enrolled in public school pre-K also had higher exit rates from ELL status by first grade compared to students who entered at kindergarten. Analyses explore the role of kindergarten schools and classrooms as well as school stability between pre-K and kindergarten as possible mediators.

Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students’ online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners’ motivation and their online self-regulated English learning.

Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

English language learners are a growing demographic in secondary, two-year, four-year and research institutions where many students encounter their first course in statistics. In the statistics education literature, recent calls have been made to improve statistical education for underserved student populations, including English Language Learners (ELLs). Some have investigated how ELLs interpret instructional material and classroom practices in the statistics classroom. This study uses a sequential mixed methods approach to investigate how Spanish-speaking ELLs may respond differently to assessment items about measures of center and variation. Comprehensive analyses of this type are essential in order to identify bias and ensure fair comparisons across participant populations. Findings indicate that ELLs do not comprehend context or understand some statistical terms in the same way as non-ELLs. Study limitations, implications, and recommendations are discussed.

The interaction between language and the learning of statistical concepts has been receiving increased attention. The Communication, Language, And Statistics Survey (CLASS) was developed in response to the need to focus on dynamics of language in light of the culturally and linguistically diverse environments of introductory statistics classrooms. This manuscript presents a cross-cultural evaluation of the characteristics of the CLASS III (third generation of the instrument) and provides a user-friendly cross-culturally valid version of the CLASS. Mixed methods are employed to investigate further characteristics of the CLASS III and provide a scale (CLASS IV) that may be utilized in diverse settings. These research results have implications for instructors, professional developers, and researchers to improve instruction with culturally and linguistically diverse student populations. First published May 2018 at Statistics Education Research Journal Archives

Increased globalization has resulted in increased attendance of language minority students in schools worldwide. These language differences confound efforts to identify students with disabilities. This case study provides a hypothetical example of interaction between language, social, and academic difficulties in determining existence of a disability and planning appropriate academic programming for a recently immigrated elementary school student named Filipe. Users of this case must analyze and synthesize cultural, behavioral, academic, and linguistic information as well as apply knowledge of legal requirements and best practices to determine an appropriate course of action for Felipe. This case study clarifies the need for additional research regarding how to distinguish between presence of a disability and normal challenges of adapting to a new language and culture in academic settings.

Research indicates that student learning of science, student attitudes toward science, and their motivation to learn science and pursue science-related careers is related to classroom instruction. This study examined anatomy and physiology (A&P) classes in a south Texas high school where 97 percent of students are Hispanic bilingual learners. Classes were assigned to control or treatment groups, with the treatment group receiving instruction designed to help students develop a deeper understanding of anatomy vocabulary related to brain structures by making connections to these words in everyday life as well as to their understanding of Spanish. Main effects between group and test scores were significant, with the control group reporting higher test scores than the treatment group. We attribute this finding to a bleed-over of the treatment group instructional design to the control group. In addition, significant differences in mean and median scores were observed with respect to intrinsic motivation and self-efficacy. The statistically significant increases in learning for both groups suggests the activity-, problem-, and project-based (APB) curriculum has the potential to be an effective type of instruction, especially for bilingual learners.

This chapter investigates learner motivation in an English as a foreign language writing classroom in an Indonesian university. Its originality arises from the fact that no substantive studies have explored learner motivation in the digital classroom in Indonesian higher education. A mixed methods data collection process was conducted involving 144 students from three-year groups who responded to an online questionnaire. Two classes from Year 1 (47 students) were taken as a sample to observe the learning process between an existing group that was introduced to the learning of English writing through Edmodo. The other group used traditional materials for their writing tasks. The findings are significant in that the high levels of motivation reported by the students were not reflected in the way they completed their writing tasks as the use of technology affected their motivation in complex ways. In conclusion, the study encourages future research in Indonesia that measures English students' motivation and technology-mediated writing task performance through longitudinal studies.

Background: Social and economic aspirations held by parents can reflect a desire for their children to learn English as a second language. Bilingual education has the potential for empowering traditionally disadvantaged groups, particularly through competence in English, a language that positions identity with power, privilege and status, thus being a political and an economic issue. Aim: The aim was to look critically at the language development of young second-language learners within their social context. Setting: An early childhood centre in Durban, South Africa. Methods: Methodologically, a qualitative praxeological framework was used. Parent partnership in sustaining the mother tongue was sought and explored in focus group interviews, using an action–reflection cycle to understand the dilemma of young second-language learners in South Africa. Ways of overcoming language barriers using the strengths of the child were explored using persona dolls. These methods helped to develop sustained, shared thinking between children, their parents and the researcher. Results: Young children found their own means of engaging in meaning-making processes both at home and at school. The issue of linguicism was tackled by encouraging parental participation in sustaining the mother tongue while children learned English as a second language. Conclusion: As long as English means access to improved economic opportunities, there will be a bias against those whose home language is not English. The dilemma of the young English language learner remains an issue of equity, access and redress for past injustices.

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.

This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses. Two specific instructional strategies are researched. The first is the ordering of direct instruction and constructivist activities. Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order? The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities. The second question studied is regarding group vs. individual work. Which type of work results in the most and deepest content knowledge for LEP students and what is useful about each type of work? A controlled experimental method was used with pre and post quizzes, teacher/researcher observation, and student surveys and interviews. The study finds that student learning is maximized for LEP students when direct instruction precedes a constructivist activity. Using both instructional strategies, but in this order, was shown to be the most effective instructional strategy. Individual vs. group work showed less clear results, but the student interviews provided insight into why LEP students sometimes prefer group work, even if their knowledge gained is not noticeably increased.

English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners—especially Spanish-speaking ELLs—have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated how a purposeful sample of six (Spanish-speaking) ELLs experienced a bilingual coin-flipping simulation applet (NLVM, 2015) and how students might use such resource to confront content misconceptions and language misunderstandings related to probability concepts covered in college introductory statistics courses. We discuss findings, limitations, directions for future research, and implications for teaching, such as handling the phrases “in the long run” and “longest run”. First published November 2016 at Statistics Education Research Journal Archives

In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. The findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.

Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English L anguage L earners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.

While previous research has focused on the continuing educational disparities between the growing Latinx population and other racial/ethnic groups, this study focuses on the importance of the assets and enrichment opportunities that determine variability in Latinx student college access. Using the nationally representative 2009&ndash, 2016 High School Longitudinal Study data, the authors employed multivariate analyses to study the effects of five asset bundles considered student endowments, including indicators of college readiness, on the number of college applications and the selectivity of the institution Latinx students decided to attend. The results indicate that differences in college readiness (high school GPA, AP credits) and material resources (Pell grants, student belief in parents&rsquo, ability to afford selective colleges) are the main predictors of not only being strategic in the college application process but also result in more selective college enrollment where students&rsquo, chances of college completion are higher. Asset bundles, however, do not completely explain social identity disparities based on gender and English language learner status. Further research is needed to advance asset-based models for Latinx students and the social mobility of students from low-income backgrounds and other social identities.

This paper reports on a small scale study of category building in the context of English language learning. The data for the current study is derived from the interviews with two students, one from China and the other from Mongolia, in two schools in Melbourne. The study uses Membership Categorization Analysis to give an account of identity by examining how categories of English language learner emerge and shift during the course of the interviews. The categories established by the participants in the two interviews were constructed around different attributes belonging to the category of international student. These emerged as a series of categorical binaries including international student and local student, language competence and language deficit, mainstream English and English as an Additional Language (EAL), and home country and Australia. As the participants took part in the interview, they moved towards accounts that integrated multiple viewpoints resulting in dynamically shifting categorisations. Through these categories, it was also possible to show how students were invited to display their learning and knowledge of English, and to give accounts of their English language development.

This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language arts instruction without the blended learning component. Results showed significantly greater pretest/posttest gains on a standardized reading assessment for the treatment students compared to the control students. The greatest discrepancy occurred in reading comprehension. A sub-analysis of low-performing English language learner students in the treatment group revealed the largest reading gains. At posttest, these students performed at the level of non-English language learner students in the control group. Results indicated a blended learning approach can be effective in enhancing the reading skills of low socioeconomic students.