Additionally, Pathway students had higher odds than control students of passing the California High School Exit Exam in both years. Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning were found to be effective strategies.
The paper includes recommendations for administrators and education professionals in various learning environments. The Effectiveness of Reading Interventions for English Learners: A Research Synthesis This article reviews published experimental studies from to that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities.
The interventions in these studies included explicit instruction and 10 used published intervention programs. Moderator variables, such as group size, minutes of intervention and type of personnel delivering the intervention, were not significant predictors of outcomes. Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research This commentary reviews the available data on optimal approaches to reading instruction for ELL students, covering the components of literacy decoding, oral reading fluency, vocabulary and writing as well as key issues such as differentiating instruction, repetition and reinforcement, scaffolding and capitalizing on a student's first language strengths.
We conclude with implications for school psychologists, who are often among the first professionals to be consulted as schools attempt to identify and provide appropriate educational services for these students.
Effective Practices for Developing Literacy Skills of English Language Learners in the English Language This literature review presents instructional strategies that have proven to be effective in envisioning what "all" teachers need to know and be able to do to teach English language arts to English learners. Three areas of effective practice are emphasized.
The first area is that teachers should recognize that literacy skills in English learners' native languages might influence the ways in which they process linguistic information in English. The second area highlights the argument that teachers should find ways to facilitate English learners' mastery of academic vocabulary. The third area covers the significance of enhancing English learners metacognitive reading skills. The review also discusses two broad pedagogical skills that emerge from both the normative and empirical studies reviewed and are closely related: a the teachers' ability to help ELLs construct meaning from the texts or speech represented in the language arts classroom and b the teachers' ability to engage English learners in actively learning to read and write.
This review focuses on research that examines its impact on the learning of English language learners in grades K Instruction for English Language Learners in the Social Studies Classroom: A Meta-synthesis This paper reviews the extant literature on English learners in the social studies classroom. Discussion of the findings provides three primary implications: 1 the need for linguistically and culturally responsive instruction for English learners in social studies classes, 2 the need for increased training for inservice and preservice social studies teachers in preparation for teaching English learners and 3 the need for future research among English learners in the social studies context.
Language Challenges in Mathematics Education: A literature Review It is now accepted that language and mathematics are connected in mathematics learning and teaching and, the potential challenges of language in mathematics have been investigated by a number of researchers.
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This paper reviews research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics and suggests pedagogical strategies to help learners in mathematics classrooms. Research on pedagogical practices supports developing mathematics knowledge through attention to the way language is used, suggesting strategies for moving students from informal, everyday ways of talking about mathematics into the registers that construe more technical and precise meanings.
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Teacher Education That Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners through Content-Based Instruction This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science and ESL teachers to work with English learners in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration.
The article presents findings on teachers' attitudes and current practices related to the inclusion of English learners in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice.
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