Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom

Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society.  The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012).  The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans.  In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities.  The research questions that guide this inquiry are:  (1) According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education?  (2) According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK) (Bristol) and the United States (US) (Henrico)?  Participants were: five UK teachers, four UK university students, five US teachers, four US university students.  Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents.  Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers.   Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently.  Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages

Teaching English as an additional language in the global classroom: a transnational study in the United States and United Kingdom

Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012). The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans. In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities. The research questions that guide this inquiry are: (1) According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education? (2) According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK) (Bristol) and the United States (US) (Henrico)? Participants were: five UK teachers, four UK university students, five US teachers, four US university students. Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents. Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers. Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently. Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages

The Development and Analysis of Base Line Data for the Estimation of Incidence in the Handicapped School Age Population

The purpose of this study was, first, to examine and critique the more popular incidence sources for handicapping conditions in the school age population, and second, to establish reasonably reliable base line data on which the future analysis of special population groups can be grounded. On the basis of this study, we suggest that the National Center of Health Statistics estimates become the primary source for further analysis due to both their reliability and comparability. It is questionable whether these figures could be refined further by conducting an independent national survey of school children. Data reliability is important, since even very small errors in estimating the number of children to be served can have significant financial implications. For example, on the basis of individual state estimates of the excess costs of serving handicapped children, the average state expenditure is $726 per child. Since no state spends less than$400, this figure can be used as illustrative of minimal changes in costs for given errors in estimation. Thus, assuming an excess cost formula and a minimum reimbursement of $400 per child, a one-tenth of one percent error would cost approximately$18 million. Another important aspect of this report is that it focuses on age group differences in the handicapped population. The use of aggregate estimates across age groups and grade levels has been somewhat misleading in the past. This is because there are significant differences in the age distribution of certain handicapping conditions, at least in terms of their impact upon the ability of a child to benefit from regular education. As suggested in this report, there is a significant drop in reported incidence at the age that typically corresponds to the transition period between elementary and secondary school. It is also interesting that the greatest differences in identification patterns between BEH and NCHS occur at the elementary level. The only difference at the secondary level is in the identification of the emotionally disturbed. The striking difference in distribution in age and grade levels in some handicapped classifications clearly identifies the need for federal consideration of these factors in developing a strategy for targeting of funds

Responding to the Need for Language Support: Partnership in Primary, Secondary and Tertiary Education

Abstract This study explored how school, university, and community partners provided language support to K-12 students whose first language was something other than English. Six English as a second language (ESL) supervisors representing six Virginia school divisions were asked to describe school-university language partnerships. Research questions were: According to ESL supervisors, how do PK-12 public school divisions and institutions of higher education collaborate on behalf of students whose first language is not English? What do ESL supervisors perceive as ways in which current partnerships could be improved and expanded? Tape-recorded interviews were transcribed and analyzed along with information available through the divisions’ websites and the Virginia Department of Education. The larger and more established programs offered a greater range of services supported by school-university partnerships compared to smaller and newer programs. Implemented programs represented a variety of theoretical approaches, including bilingual education, sheltered English, dual language, and High Intensity Language Training. All rural, urban, and suburban programs demonstrated creative efforts for leveraging resources via school-university partnerships. The research was conducted over a period of five years and the findings provided a foundation of need from which to develop an ESL dual endorsement program at a university in eastern Virginia. The research underscores the importance of longitudinal school, university, and community collaboration and research

Regulation of urokinase plasminogen activator and plasminogen activator inhibitor-1 in murine breast cancer cells

Proteases are indispensable for tumor growth, angiogenesis, and metastasis. These proteases are produced by tumor cells, stromal cells, and by the host coagulation cascade. Protease-activated receptor-1 (PAR-1) and PAR-2 are G protein-coupled receptors that serve as the cellular receptors for several of these proteases, including activated coagulation factor VII (FVIIa), activated coagulation factor X (FXa), and thrombin. PAR-1 and PAR-2 have been found to be overexpressed in breast cancer and activation of these receptors contributes to the malignant phenotype of the cells. Activation of PAR-1 or PAR-2 by coagulation proteases increases the expression of urokinase plasminogen activator (uPA) and its inhibitor, plasminogen activator inhibitor-1 (PAI-1). uPA and PAI-1 are overexpressed in breast cancer patients and contribute to tumor angiogenesis, tumor growth, and metastasis. Using the highly metastatic 4T1 murine mammary adenocarcinoma model, I examined the effects of coagulati

Management data series

Repor

Winter Mass Mortality of Animals in Texas Bays

The Texas coast experienced three unusually cold weather periods in the 1980\u27s, one in 1983 and two in 1989, that caused massive fish kills. Identification of organisms killed and estimation of the number of estuarine fishes and invertebrates killed was accomplished through a systematic standardized approach utilizing airplanes, ground qualitative observations and quantitative counts, and trawling. Of 159 species identified, 103 were fishes, 45 were invertebrates, and 11 were vertebrates other than fishes. About 14 million fishes were killed in December 1983, 11 million in February 1989 and 6 million in December 1989; number of invertebrates killed ranged from 13,000 in February 1989 to 1,000,000 in 1983. These assessments are the largest in area and most comprehensive to be documented in the literature with known levels of precision. Methodology used provides reasonably precise estimates which managers can use to assess extensive widespread kills and subsequent impacts on affected populations. It is recommended that managers consider reducing fishing mortality on the remaining economically important populations after extensive kills to speed recovery of those populations

Language support for immigrant children: a study of state schools in the UK and US

In recent decades, immigrants, refugees and asylum seekers have sought a new way of life in large numbers, often leaving their countries of origin behind in search of places that offer a better way of life. The purpose of this study was to investigate how elementary and middle school students in state schools in Reading, England (primarily speakers of Asian languages), and Richmond, Virginia (primarily speakers of Spanish), were supported academically, when most children’s first language was not English. The authors were interested in exploring whether or not there were cultural or structural differences in the way each country helped or hindered these students as they progressed through the school systems. Three UK schools in a district of approximately 100,000 and three US schools in a district of approximately 250,000 were the focus of this exploration from 2000 to 2003. Findings indicated that there were cultural and legislative differences and similarities. Teachers and administrators in both countries attempted to provide services with limited and sometimes diminishing resources. Community support varied based on resources, attitudes toward various ethnic groups, and the coping strategies adopted by these groups in their new environments. Marked differences appeared with regard to the manner in which assessments took place and how the results were made available to the public

Management data series

Report issued by the Texas Parks and Wildlife Department, Coastal Fisheries Branch. This study was conducted to 1) compare catch rates in trawls pulled with nylon rope and in trawls pulled with wire cable and 2) determine if towing gear (nylon rope vs wire cable) affects loss or damage of trawls