Leveraging Equity and Excellence for English Learners: An Annotated Bibliography

Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 100 annotations from both recent and seminal literature (released between 1994–2018) that have significant implications for policy and practice for English learner (EL) schooling and academic achievement. The purpose of this annotated bibliography is to serve as a resource for educators and advocates who are working for equity and justice for ELs. The Center for Equity for English Learners conducted a review of empirical and theoretical articles from peer-reviewed journals, as well as books, book chapters, and reports from leading scholars in the field. This annotated bibliography is not meant to be an exhaustive list of research in the field and is intended to capture a wide breadth of topics. The annotations are organized into the following15 topics: academic achievement and assessment, biliteracy and bilingualism, course access, designated English language development (DELD), early childhood education and dual language learners, English language and literacy, identification and classification, integrated English language development (IELD), leadership, policy, program models, school-family-community engagement, students with disabilities, and teacher preparation & professional development. Each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords that provide additional information for readers.https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1000/thumbnail.jp

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1001/thumbnail.jp

Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study

The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.https://digitalcommons.lmu.edu/ceelreports/1000/thumbnail.jp

The use of aspect in czech l2

The focus of the present paper is on the difference between English and German learners‘ use of perfectivity and imperfectivity. The latter is expressed by means of suffixation (suffix -va-). In contrast, perfectivity is encoded either by suffixation (-nou-) or by prefixation (twenty different prefixes that mostly modify not only aspectual but also lexical properties of the verb). In the native Czech data set, there is no significant difference between the number of imperfectively and perfectively marked verb forms. In the English data, imperfectively and perfectively marked verb forms are equally represented as well. However, German learners use significantly more perfective forms than English learners and Czech natives. When encoding perfectivity in Czech, German learners prefer to use prefixes to suffixes. Overall, English learners in comparison to German learners encode more perfectives by means of suffixation than prefixation. These results suggest that German learners of Czech focus on prefixes expressing aspectual and lexical modification of the verb, while English learners rather pay attention to the aspectual opposition between perfective and imperfective. In a more abstract way, the German learner group focuses on the operations carried out on the left side from the verb stem while the English learner group concentrates on the operations performed on the right side qfrom the verb stem. This sensitivity can be to certain degree motivated by the linguistic devices of the corresponding source languages: English learners of Czech use imperfectives mainly because English has marked fully grammatical form for the expression of imperfective aspect – the progressive -ing form. German learners, on the other hand, pay in Czech more attention to the prefixes, which like in German modify the lexical meaning of the verb. In this manner, Czech prefixes used for perfectivization function similar to the German verbal prefixes (such as ab-, ver-) modifying Aktionsart

Full-Day Kindergarten in California: Lessons From Los Angeles

Analyzes the impact of full-day kindergarten on academic, grade retention, and English fluency outcomes through second grade by school and student characteristics, with a focus on the economically disadvantaged and English learners. Outlines implications

Literacies: Examining Teachers’ Perception of Meaning-Making in Literacy for English Learners and LTELs

The objective of this study was to gather teacher voices in order to examine the perception of teachers in teaching meaning-making in literacy to Long-term English learners (LTEL). This study focused on how meaning-making in literacy instruction is facilitated to English learners from kinder through sixth grade. The goal of this study was to understand how English learners at the elementary level become Long-term English learners. The purpose was to gather data that informs how meaning-making in literacy is taught to this student group; guided by social semiotic theory, data was gathered. In order to guide the development and implementation of sustainable systems that support meaning-making in literacy among LTELs, teachers’ voices need to be heard and used as the primary source of guidance. To allow for an in-depth investigation of the meaning given to the experiences of the small participant population, narrative inquiry was used. Through storytelling, this study attempted to shed light on teachers’ methodologies that are currently used in the classroom to support meaning-making in literacy. The goal of this study was to answer the following questions: How does teacher’s perception of meaning-making in literacy and the goals set for students drive the delivery of literacy instruction for English learners and Long-term English learners? How do teachers provide opportunities to develop strong meaning-making skills in literacy instruction for Long-term English learners? To what extent does the teacher’s perception of reading, delivery of instruction, and planning reflect meaning-making for English learners and Long-term English learners? What recommendations can be made to educators and administrators who are responsible for professional development in regard to providing a strong literacy program intended to empower Long-term English learners in developing their meaning-making abilities

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Unprepared to be Culturally Responsive: An Examination of Secondary ESL Educators in Rural Louisiana

The purpose of this study was to examine the problem of instructing English learners in a rural Louisiana district. The following questions guided this study: (1) How do the teachers perceive their pre-service and in-service training for English learners?, (2) How do the teachers perceive their ability to implement culturally responsive pedagogical practices for English learners?, (3) How do the teachers perceive the district’s approach to tangible, informational, and emotional supports for English learners?, and (4) What are the teachers’ perceptions, if any, of sociocultural inequities faced by English learners? And how, if any, do these sociocultural inequities affect the quality of education for English learners? Semi-structured interviews were conducted with five participants in “Woodland Parish,” representing 1/3 of the high school English teachers in the district. Instructional artifacts were collected to establish internal validity. Analysis of the data indicated an overall lack of ESL training as well as support, a misunderstanding of best practices for English learners, and a racially complex perspective on cultural integration. This study indicated that little progress has been made to recognize English learners and to provide tools for them to succeed in Woodland Parish. Additionally, teachers in this district still have to overcome their social, cultural, and institutional barriers in order to establish quality education for their ESL population