Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. This study helps to inform educators of the potential of literacy events to support both language and literacy development for adolescent ELLs.

This qualitative action research project examined the experiences of high school English language learners as they created personal weblogs and responded to queries on a class weblog. The data from the project demonstrates that blogging as a classroom writing activity is effective in helping students to obtain, process and construct the English language.

Two common forms of teaching English to English-language learners are bilingual education and sheltered English immersion. While both programs claim successful second language acquisition, other effects of the programs need to be considered. This research examines one of those effects: self-efficacy, or students' perception that they will be successful or unsuccessful in doing a specific task or acquiring a specific skill. Using archival records and semi-structured interviews with open-ended questions, this qualitative study draws on the work of Bandura (1977, 1986, 1997) to explore differences in self-efficacy between students who have participated for 5 years in a two-way Spanish-English bilingual immersion (TWBE) or an immersion/sheltered English program (SEI) at the same school. Interviews with the parents of the 11 Hispanic students allowed for comparisons of parent satisfaction with the two language programs. Findings indicated that students in both programs are similar in many ways; however there were marked differences between the two groups. Although all of the student participants considered themselves bilingual, those who were in the SEI program cannot read or write the language and use it only for social situations. Furthermore, students who have been in the TWBE program reported using practice, study, and note taking as success strategies in school, while their SEI peers used doing homework and turning it in as a success strategy. Students in TWBE reported having more successes in Spanish while their SEI peers reported struggling more in school and with Spanish. A major finding in parent interviews was that although all the parents expressed the desire that their children know Spanish, only some chose to put their children in the bilingual program. What decision processes parents use to place their children in the programs is unknown. Additionally, parents whose children were in the TWBE program reported that their children had more success experiences with home, friends, and family, the language program and with both Spanish and English. The TWBE parents also indicated that their children had more extended family members who served as models for them because their children can speak and write Spanish and thus have additional contact with extended family.

Teachers work within a context of competing stories, including pressures regarding English language learners (ELLs), a deficit view of teachers, and high-stakes testing and accountability, all of which impact teachers' emotions. Within this context, teachers prioritize what is most important to them. This self-study using narrative inquiry methods lays the author's stories of teaching alongside those of two other teachers of ELLs. The author conducted a series of interviews with the participants, analyzed the interviews for themes and tensions, negotiated meaning with participants, and created interim texts to represent the participants' priorities in teaching ELLs. Three teachers' priorities, as indicated by their stories of teaching, are relationships with students, and helping students continue to progress. Implications include the importance of teachers' understanding of their own priorities, which helps alleviate some of the pressure that teachers are under, positively impacting students as well. Recommended research includes future research on teachers' priorities regarding their ELL students, and further self-studies with narrative inquiry methods.

This study explores theoretical and pedagogical implications of space, language, and power in renegotiating identity for immigrant English Language Learners (ELLs) in secondary schools in the United States. The primary research question explored in the study is: How does spoken and written language and discourse shape the production of third spaces for renegotiating immigrant student identity in the ELL writing classroom? I adopt an epistemological lens of space from a postmodern geographic perspective that contends that space is socially produced and is co-constituted by material, abstract and lived spaces. The theoretical framework draws on constructs of social space, space-time, and the chronotope propose reconsideration of third spaces for immigrant ELLs. The context of the study is an intermediate ELL writing classroom designed around immigrant students developing academic and critical literacy grounded in their lived spaces of immigration. The methodology employed combines ethnography of the classroom space with critical discourse analysis of critical spatial events that are analyzed as moments of spatial production. Ethnographic narrative of the classroom space, governed by guiding concepts of critical literacy and shared behavioral norms, centers on the focal immigration unit in which student immigration narratives provide overarching chronotopes of immigrant student identities. Analysis of classroom spatial production highlights tensions in social space that are mediated by language, discourse and communication surrounding immigrant identities. Transcript analysis of critical spatial events traces intersecting space-times at global, local and micro-local scales of classroom discourse. Findings from ethnographic case study of one immigrant Latino male, who aspires to become a hip hop DJ, illustrate how hip hop discourses frame the chronotope of immigration and represent a shared third space between the teacher and focal student. This study contributes new ideas in theory and research methods by operationalizing third spaces for immigrant ELL student. Implications also follow for curriculum and instruction rooted in lived spaces of experience and for critical reflective practice for educators.

Att som elev delta muntligt i engelskundervisningen kan vara spännande för många elever men för en del elever uppstår talängslan. Talängslan innebär att man vid specifika situationer upplever ångest för att tala. Den här studien har genomförts utifrån intresset att undersöka huruvida lärare ser några negativa följder för elevers kommunikativa förmåga i engelska till följd av talängslan. Vidare har även läraresstöttning och motivation för att elever ska våga tala engelska i klassrummet undersökts. Studien är genomförd utifrån ett lärarperspektiv genom metodtriangulering där webbenkäter och semistrukturerade intervjuer har använts. All insamlad empiri har koncentrerats, kategoriserats och tolkats utifrån en induktiv ansats samt teorin WTC och det sociokulturella perspektivet. Informanterna i denna studie var 25 lärare med behörighet att undervisa engelska i årskurs 1–3 samt fyra undervisande lärare i engelska, utan behörighet. Resultatet visar att talängslan riskerar att påverka elevers kommunikativa förmåga i engelskundervisningen, bland annat genom att elever som saknar en god relation till sin lärare saknar grundtryggheten för att våga tala engelska i klassrummet och väljer att förbli tyst. Resultatet visar att lärarna i studien stöttar och motiverar sina elever genom att elevernas intressen tas tillvara, genom bland annat spel och lekar samt positiv förstärkning. / Learning to speak English can be exciting for many pupils, but it can cause language anxiety for others. Language anxiety refers to the fear of speaking in certain situations. This study was conducted to determine whether teachers see any negative consequences for their pupils’ communicative ability in English because of language anxiety. The study also investigated how the teachers motivate and support their pupils to speak English in the classroom. This study is based on a teacher’s perspective with method triangulation where web surveys and semi-structured interviews were used. All collected data was compiled, classified, and interpreted based on an inductive approach, as well as the WTC theory and the socio-cultural perspective. The informants in this study were 25 teachers with authorization to teach English in grades 1–3 and four teachers without authoraization. Language anxiety is at risk of affecting pupils’ communicative ability in English, according to the findings, because those pupils who do not have a good relationship with their teacher lack the basic confidence speak English in the classroom and therefor choose to remain silent. The teachers in this study believe they have the right tools to push and motivate their pupils. This study discovered that teachers who use pupils’ interests, positive and reasonably high expectations, positive reinforcement, and a playful approach to teaching can help pupils with language anxiety.

Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study explored two third grade teachers' perspectives on implementing sentence frames and word banks in order to increase the writing levels of ELLs during science lectures. A professional development session was conducted by the researcher with the two participating third grade teachers regarding the use of sentence frames and word banks with ELLs while teaching science content. The teachers, thereafter, conducted a science lesson using the scaffolded strategy of sentence frames and word banks. It was found that when the third grade science teachers implemented sentence frames and word banks during science lectures, the ELLs showed improvement in their writing as well as their use of scientific academic language. Both teachers stated that their ELLs were somewhat completing more of their science worksheets than before the intervention. These results can conclude that implementing sentence frames and word banks during science lectures can increase the writing levels of ELLs during science lectures.

No description available.

No description available.

No description available.