Adil Bentahar - Academia.edu (original) (raw)
Papers by Adil Bentahar
Routledge eBooks, Oct 25, 2023
Journal of Social Studies Education Research, May 22, 2013
Project Citizen is a civic education curriculum used across the United States and internationally... more Project Citizen is a civic education curriculum used across the United States and internationally, yet research about its impact on students is lacking in the literature. This article reports the results of a preliminary study designed to answer the following questions: What are students' attitudes toward and perceptions of Project Citizen? How do their attitudes and perceptions compare to those of students who completed senior projects? Ten high school students and 23 first-year college students completed a questionnaire designed for this study. Our findings indicate that the high school students had positive perceptions of Project Citizen, and they self-reported an understanding and high levels of efficacy regarding civic responsibility. In contrast, the first-year college students had lower levels of efficacy regarding civic responsibility. Our findings suggest the importance of specific learning experiences to help students develop civic knowledge, skills, and dispositions, and indicate the need for further research into civic programs such as Project Citizen.
New Review of Academic Librarianship, Aug 5, 2016
ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which ... more ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.
Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in min... more Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
The journal of Asia TEFL, Jun 30, 2022
It's not uncommon to hear universities and colleges proudly tout the various achievements of thei... more It's not uncommon to hear universities and colleges proudly tout the various achievements of their international alumni, centering their attention on the rigorous academic preparation received on their campuses that led to these success stories. Some scholars, however, take a step back and examine the forces in play prior to students' arrival in their host institutions, formative experiences that shape their academic performances and attitudes for better or for worse. Chinese students have much in common with their international student peers but, at the same time, manifest characteristics unique to this student population. For example, scholars such as Bartlett and Fischer (2011), Moore-Jones (2022), and Stevens (2012) have discussed the context of Chinese students' perceived disengagement on American campuses. And while some educators might reach the conclusion that these tendencies are here to stay, it is paramount to realize the behaviors presented in U.S. college settings have a complex backstory. Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education uncovers numerous aspects of Chinese international students' cultural, social, and educational experiences influencing their actual performance in American higher education. In this book, which relies on mixed methods findings, Ma delves into the experiences of U.S.-based Chinese undergraduates and insists the emerging need to study abroad has become the new gospel in China, preempting the traditional path of the Gaokao exam, or China's version of the American SAT assessment. Ma calls for a paradigm shift that can potentially embrace international students' experiences and contributions to higher education. Rather than a mere focus on how the "agency of international students effectively moves beyond the deficit discourse" (p. 10), the author puts this agency in context and posits that the process of international students' self-formation while abroad arises from educational, cultural-social backgrounds and, in the case of Chinese international students, from the profound social changes that have occurred both in China and internationally. With this position in mind, and for them to reap the desirable academic, social, and cultural benefits associated with Chinese student education, it is critical that educators of international students in the United States, especially, understand the current wave of Chinese students, unlike older generations, have "fresh and unique characteristics that may not fall within the realm of the expectations of Americans" (p. 10). After a presentation in Chapter 1 of the need to understand the social transformation of Chinese society as well as an overview of the mixed-methods study, Chapter 2 walks readers through "the motivations of studying in the United States and the process of college choice" (p.
International Education Studies, Sep 26, 2021
Teacher professional development (PD) programs ideally evaluate how professional learning experie... more Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat ["experiences" in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective "change agents" in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers' leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
TESOL Journal
Understanding the experiences and preferences of international students during their programs of ... more Understanding the experiences and preferences of international students during their programs of study can be crucial for how institutions of higher education recruit, retain, and ensure the success of students in an increasingly competitive global market. While there is a wellestablished body of literature on the academic and living experiences of students in general, few empirical studies have examined the perspectives of those specifically enrolled in Intensive English Programs (IEPs). This quantitative study investigates the degree to which international students were satisfied with various aspects of their IEP experience at a university located in the mid-Atlantic region of the United States. It uses data from the International Student Barometer, a global benchmarking tool for assessing student satisfaction, to evaluate associations between international students' overall program experiences and 67 different satisfaction variables within their arrival, learning, living, and support services environments. Bivariate correlation analyses reveal the most prominent associations with students' overall program experiences, including the need for orientation programs and a sense of belonging upon arrival on campus; access to and personal support from instructors and academic staff; opportunities to engage socially and culturally; and support services on immigration issues and mental wellness. Findings from this study highlight the importance of university-wide curricular and co-curricular support services for enhancing the experiences of IEP international students. They also point to a few recommendations around strengthening language learning support, remote learning options, teacher professional development, and assessment practices for international educators and university administrators.
Journal of English Studies in Arabia Felix, Mar 4, 2023
IEP Reading Instruction During the COVID-19 Emergency Remote Teaching, 2022
Using a mixed method explanatory sequential design, this study investigates intensive English pro... more Using a mixed method explanatory sequential design, this study investigates intensive English program (IEP) instructors' perceptions of the impact of COVID-19 emergency remote teaching on reading instruction. Forty-four IEP instructors completed an online survey, and seven of them participated in follow-up interviews. Both quantitative and qualitative results confirmed the impact on the teaching of reading. Some instructors reported having to leave out supplemental learning outcomes and focus on core learning objectives only. Most participants also experienced a decrease in student engagement and student-student interaction during reading and vocabulary instruction. However, student-teacher interaction did not seem impacted. This research supports the view that the teaching of reading is contingent upon multiple factors, particularly the instructional environment.
Journal of Social Studies Education Research, 2019
This research study measured the impact of Project Citizen on Moroccan students’ civic literacy. ... more This research study measured the impact of Project Citizen on Moroccan students’ civic literacy. Project Citizen (PC) is a community problem-solving curriculum which has been implemented in more than 80 countries worldwide. Using mixed methodology, the authors examined the extent to which students’ participation in PC had an impact on developing their civic knowledge, skills, and dispositions, and whether it fostered a commitment to social justice in them. Results indicated that participation in PC increased perceptions of efficacy regarding students’ impact on policy as well as their ability to think critically about important local issues. Students also reported a heightened sense of responsibility to address societal problems as well as a need to respect divergent opinions. In regards to issues of social justice, participants indicated that participation increased their commitment to addressing issues of injustice as well as contributing to positive societal change
Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in min... more Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
New Review of Academic Librarianship, 2016
ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which ... more ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.
Journal of Social Studies Education Research, 2013
Assoc. Prof.Dr., Boise State University, sarafry@boisestate.edu GA., University of Wyoming, abent... more Assoc. Prof.Dr., Boise State University, sarafry@boisestate.edu GA., University of Wyoming, abentaha@uwyo.eduVatandalik Projesi, Amerika Birlesik Devletleri genelinde ve uluslararasi alanda uygulanan bir vatandas egitimi program olmakla birlikte projenin ogrenci uzerindeki etkisi hakkinda literaturde eksik kalan bir konudur. Bu makale, su sorulara yanit bulmak icin tasarlanmis bir on calismadir: Ogrencilerin Vatandas Projesine karsi tutum ve algilari nelerdir? Bu projeye katilan ogrencilerle daha onceki projelere katilan ogrencilerin tutum ve algilari karsilastirildiginda ortaya cikan sonuclar nelerdir? 10 lise ogrencisi ve 23 universite birinci sinif ogrencisine bu calisma kapsaminda bir anket uygulanmistir. Calisma sonuclari lise ogrencilerinin Vatandaslik Projesine yonelik olumlu algilari oldugunu gostermektedir. Ayrica bu ogrenciler uygulamanin sivil sorumlulukla ilgili uzerlerinde onemli bir etki ve konuyu anlama yetisi gelistirdigini ifade etmislerdir. Buna karsilik, projenin ...
Dialogic, 2021
The short article is a non-refereed publication.
International Education Studies, 2021
Teacher professional development (PD) programs ideally evaluate how professional learning experie... more Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat ["experiences" in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective "change agents" in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers' leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
GATESOL in Action Journal, 2021
In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 20... more In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 2018), developing courses that efficiently meet student needs and equip students with skills essential for university success is paramount. Many IEPs develop reading and writing (RW) courses around one textbook for reading and another for writing, essentially separating RW skills from listening and speaking skills (Oxford, 2001). However, our university foundation-year program has started to integrate listening and speaking skills with instruction and assessment into RW courses. Instructors have observed what appear to be increased gains in learning when students pre-read, read, discuss, listen to related lectures, present, and then write about academic topics. Students' writing reveals greater voice as they seem to understand topics more deeply and have developed greater fluency with ideas and terminology and an increased ability to paraphrase, summarize, and synthesize, aligning with findings in related literature (e.g., Horowitz, 1986). This integrated-skill approach also more closely resembles university tasks than the segregated-skill approach does. This article explains the integrated-skill approach, examines its impact on revitalizing IEP RW instruction, and showcases some sample activities.
Using narrative inquiry and collaborative relations of power as a conceptual framework, this stud... more Using narrative inquiry and collaborative relations of power as a conceptual framework, this study explores English language learning students’ perspectives on what makes learning difficult for them and what diminishes their motivation from learning. The findings from the study show a significant gap from a larger study which investigated the teachers’ perspectives on English language learning students’ academic challenges. The paper highlights the importance of educators to attend to English language learning students’ input on their learning in school success. The conceptual framework is intended to be dialogical which aims to work against most often invisible but inequitable educational and social structures in place.
Routledge eBooks, Oct 25, 2023
Journal of Social Studies Education Research, May 22, 2013
Project Citizen is a civic education curriculum used across the United States and internationally... more Project Citizen is a civic education curriculum used across the United States and internationally, yet research about its impact on students is lacking in the literature. This article reports the results of a preliminary study designed to answer the following questions: What are students' attitudes toward and perceptions of Project Citizen? How do their attitudes and perceptions compare to those of students who completed senior projects? Ten high school students and 23 first-year college students completed a questionnaire designed for this study. Our findings indicate that the high school students had positive perceptions of Project Citizen, and they self-reported an understanding and high levels of efficacy regarding civic responsibility. In contrast, the first-year college students had lower levels of efficacy regarding civic responsibility. Our findings suggest the importance of specific learning experiences to help students develop civic knowledge, skills, and dispositions, and indicate the need for further research into civic programs such as Project Citizen.
New Review of Academic Librarianship, Aug 5, 2016
ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which ... more ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.
Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in min... more Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
The journal of Asia TEFL, Jun 30, 2022
It's not uncommon to hear universities and colleges proudly tout the various achievements of thei... more It's not uncommon to hear universities and colleges proudly tout the various achievements of their international alumni, centering their attention on the rigorous academic preparation received on their campuses that led to these success stories. Some scholars, however, take a step back and examine the forces in play prior to students' arrival in their host institutions, formative experiences that shape their academic performances and attitudes for better or for worse. Chinese students have much in common with their international student peers but, at the same time, manifest characteristics unique to this student population. For example, scholars such as Bartlett and Fischer (2011), Moore-Jones (2022), and Stevens (2012) have discussed the context of Chinese students' perceived disengagement on American campuses. And while some educators might reach the conclusion that these tendencies are here to stay, it is paramount to realize the behaviors presented in U.S. college settings have a complex backstory. Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education uncovers numerous aspects of Chinese international students' cultural, social, and educational experiences influencing their actual performance in American higher education. In this book, which relies on mixed methods findings, Ma delves into the experiences of U.S.-based Chinese undergraduates and insists the emerging need to study abroad has become the new gospel in China, preempting the traditional path of the Gaokao exam, or China's version of the American SAT assessment. Ma calls for a paradigm shift that can potentially embrace international students' experiences and contributions to higher education. Rather than a mere focus on how the "agency of international students effectively moves beyond the deficit discourse" (p. 10), the author puts this agency in context and posits that the process of international students' self-formation while abroad arises from educational, cultural-social backgrounds and, in the case of Chinese international students, from the profound social changes that have occurred both in China and internationally. With this position in mind, and for them to reap the desirable academic, social, and cultural benefits associated with Chinese student education, it is critical that educators of international students in the United States, especially, understand the current wave of Chinese students, unlike older generations, have "fresh and unique characteristics that may not fall within the realm of the expectations of Americans" (p. 10). After a presentation in Chapter 1 of the need to understand the social transformation of Chinese society as well as an overview of the mixed-methods study, Chapter 2 walks readers through "the motivations of studying in the United States and the process of college choice" (p.
International Education Studies, Sep 26, 2021
Teacher professional development (PD) programs ideally evaluate how professional learning experie... more Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat ["experiences" in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective "change agents" in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers' leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
TESOL Journal
Understanding the experiences and preferences of international students during their programs of ... more Understanding the experiences and preferences of international students during their programs of study can be crucial for how institutions of higher education recruit, retain, and ensure the success of students in an increasingly competitive global market. While there is a wellestablished body of literature on the academic and living experiences of students in general, few empirical studies have examined the perspectives of those specifically enrolled in Intensive English Programs (IEPs). This quantitative study investigates the degree to which international students were satisfied with various aspects of their IEP experience at a university located in the mid-Atlantic region of the United States. It uses data from the International Student Barometer, a global benchmarking tool for assessing student satisfaction, to evaluate associations between international students' overall program experiences and 67 different satisfaction variables within their arrival, learning, living, and support services environments. Bivariate correlation analyses reveal the most prominent associations with students' overall program experiences, including the need for orientation programs and a sense of belonging upon arrival on campus; access to and personal support from instructors and academic staff; opportunities to engage socially and culturally; and support services on immigration issues and mental wellness. Findings from this study highlight the importance of university-wide curricular and co-curricular support services for enhancing the experiences of IEP international students. They also point to a few recommendations around strengthening language learning support, remote learning options, teacher professional development, and assessment practices for international educators and university administrators.
Journal of English Studies in Arabia Felix, Mar 4, 2023
IEP Reading Instruction During the COVID-19 Emergency Remote Teaching, 2022
Using a mixed method explanatory sequential design, this study investigates intensive English pro... more Using a mixed method explanatory sequential design, this study investigates intensive English program (IEP) instructors' perceptions of the impact of COVID-19 emergency remote teaching on reading instruction. Forty-four IEP instructors completed an online survey, and seven of them participated in follow-up interviews. Both quantitative and qualitative results confirmed the impact on the teaching of reading. Some instructors reported having to leave out supplemental learning outcomes and focus on core learning objectives only. Most participants also experienced a decrease in student engagement and student-student interaction during reading and vocabulary instruction. However, student-teacher interaction did not seem impacted. This research supports the view that the teaching of reading is contingent upon multiple factors, particularly the instructional environment.
Journal of Social Studies Education Research, 2019
This research study measured the impact of Project Citizen on Moroccan students’ civic literacy. ... more This research study measured the impact of Project Citizen on Moroccan students’ civic literacy. Project Citizen (PC) is a community problem-solving curriculum which has been implemented in more than 80 countries worldwide. Using mixed methodology, the authors examined the extent to which students’ participation in PC had an impact on developing their civic knowledge, skills, and dispositions, and whether it fostered a commitment to social justice in them. Results indicated that participation in PC increased perceptions of efficacy regarding students’ impact on policy as well as their ability to think critically about important local issues. Students also reported a heightened sense of responsibility to address societal problems as well as a need to respect divergent opinions. In regards to issues of social justice, participants indicated that participation increased their commitment to addressing issues of injustice as well as contributing to positive societal change
Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in min... more Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
New Review of Academic Librarianship, 2016
ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which ... more ABSTRACT Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control participants received no direct information literacy instruction. Data sources included a questionnaire and think-aloud cognitive tasks. Analysis revealed that the one-credit course was insufficient for deepening preservice teachers' information literacy skills, leading to recommendations to enhance and expand instruction and recommendations for future study. Preparing teachers with effective information literacy skills who are also equipped to instruct youth to navigate the challenges of 21st Century information literacy is an important endeavor that requires collaboration and continuous assessment.
Journal of Social Studies Education Research, 2013
Assoc. Prof.Dr., Boise State University, sarafry@boisestate.edu GA., University of Wyoming, abent... more Assoc. Prof.Dr., Boise State University, sarafry@boisestate.edu GA., University of Wyoming, abentaha@uwyo.eduVatandalik Projesi, Amerika Birlesik Devletleri genelinde ve uluslararasi alanda uygulanan bir vatandas egitimi program olmakla birlikte projenin ogrenci uzerindeki etkisi hakkinda literaturde eksik kalan bir konudur. Bu makale, su sorulara yanit bulmak icin tasarlanmis bir on calismadir: Ogrencilerin Vatandas Projesine karsi tutum ve algilari nelerdir? Bu projeye katilan ogrencilerle daha onceki projelere katilan ogrencilerin tutum ve algilari karsilastirildiginda ortaya cikan sonuclar nelerdir? 10 lise ogrencisi ve 23 universite birinci sinif ogrencisine bu calisma kapsaminda bir anket uygulanmistir. Calisma sonuclari lise ogrencilerinin Vatandaslik Projesine yonelik olumlu algilari oldugunu gostermektedir. Ayrica bu ogrenciler uygulamanin sivil sorumlulukla ilgili uzerlerinde onemli bir etki ve konuyu anlama yetisi gelistirdigini ifade etmislerdir. Buna karsilik, projenin ...
Dialogic, 2021
The short article is a non-refereed publication.
International Education Studies, 2021
Teacher professional development (PD) programs ideally evaluate how professional learning experie... more Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat ["experiences" in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective "change agents" in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers' leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
GATESOL in Action Journal, 2021
In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 20... more In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 2018), developing courses that efficiently meet student needs and equip students with skills essential for university success is paramount. Many IEPs develop reading and writing (RW) courses around one textbook for reading and another for writing, essentially separating RW skills from listening and speaking skills (Oxford, 2001). However, our university foundation-year program has started to integrate listening and speaking skills with instruction and assessment into RW courses. Instructors have observed what appear to be increased gains in learning when students pre-read, read, discuss, listen to related lectures, present, and then write about academic topics. Students' writing reveals greater voice as they seem to understand topics more deeply and have developed greater fluency with ideas and terminology and an increased ability to paraphrase, summarize, and synthesize, aligning with findings in related literature (e.g., Horowitz, 1986). This integrated-skill approach also more closely resembles university tasks than the segregated-skill approach does. This article explains the integrated-skill approach, examines its impact on revitalizing IEP RW instruction, and showcases some sample activities.
Using narrative inquiry and collaborative relations of power as a conceptual framework, this stud... more Using narrative inquiry and collaborative relations of power as a conceptual framework, this study explores English language learning students’ perspectives on what makes learning difficult for them and what diminishes their motivation from learning. The findings from the study show a significant gap from a larger study which investigated the teachers’ perspectives on English language learning students’ academic challenges. The paper highlights the importance of educators to attend to English language learning students’ input on their learning in school success. The conceptual framework is intended to be dialogical which aims to work against most often invisible but inequitable educational and social structures in place.