Comparative Analysis of English Language Learners' Experiences in Public School at the Third and Eighth Grade Levels (original) (raw)
Related papers
Teachers’ perceptions of students’ diversity, cultural, and linguistic needs, 2023
The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) students by examining public school teachers' perceptions of preparation for diversity and inclusion of CLD students. A CLD research-based survey was designed and administered to 200 elementary and secondary school teachers in ten public schools in the United States. The study examined teachers' perceptions, attitudes, selfawareness, and preparation toward CLD students' cultural and linguistic needs. The analysis of the data uncovered evidence related to the themes of CLD instructional awareness and preparation in participants regarding their gender, race, age, ESL experience, highest degree, and years of teaching. The major findings of the study revealed the role of CLDrelated training and awareness on the effectiveness of teacher preparation and their perceptions of the diversity of the students. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for all students including the CLD ones. This is an open access article under the CC-BY-SA license.
2016
Preparing mainstream classroom teachers to work with culturally and linguistically diverse learners is a growing concern in education as more and more schools host increasing numbers of students whose primary language is not English. Unfortunately, significant numbers of teachers have had little preparation for working with these diverse learners and feel ill equipped to support their academic development. This mixed-methods case study explores the longitudinal impact of a professional-development program designed to increase teachers’ knowledge of second language acquisition and of appropriate instructional practices for supporting English language learners (ELLs). Findings suggest that participation in the program had a positive effect on participants’ knowledge of language and literacy acquisition, their ability to plan and manage instruction for ELLs, their understanding of appropriate assessment for ELLs, and their classroom practice. A year later, though focal participants cla...
The author shares findings from a qualitative study of white, monolingual preservice teachers enrolled in a sociolinguistics course that examines the interplay of language and ethnicity in the United States. The primary aims of the study were to learn more about the preservice teachers' awareness of their cultural and linguistic backgrounds and to explore how they felt their new understandings about linguistic diversity would impact their future practice as teachers. In this paper, the author examines the cultural and linguistic identity work of two white, monolingual preservice teachers initiated by their participation in this course. Findings from interview and archival data suggest that while teacher education grounded in sociolinguistic research and principles can impact teachers' attitudes and practices towards linguistic diversity, teacher education that engages a critical approach to understanding language and ethnicity can encourage teachers' interrogation of their own cultural and linguistic location and challenge dominant standard language and colour-blind ideologies.
a university of illinois, uSa; b university of the West indies, Barbados; c State university of new york at albany, uSa ABSTRACT This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students' cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators' awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.
Teaching English to Learners of Different Cultural Minority Groups
World Journal of English Language
English teachers’ experiences handling mainstream classes and those with minority students differ as students’ learning and communication styles vary. This study explored the lived experiences and teaching practices of purposively selected non-English majors teaching English to Filipino learners from different cultural minority groups: Mamanwa, Manobo, Hinigaon, Kamayo, Surigaonon, Muslim, and Bisaya. The in-depth investigation through a phenomenological inquiry was done using the Collazzi steps. Analysis of the teachers’ narratives led to the indexed themes: teachers’ psychological baggage; teachers’ drive to be effective; teachers’ desire for change. The meaning ascribed to the unique experience of the teachers provides the basis to critically examine and address issues relative to English language teaching. Teachers benefit from the assistance provided to them as they hurdle the challenges and sustain their enthusiasm despite being non-English majors. Such reality motivated them ...
2021
The purpose of this study was to collect the lived experiences of English Speakers of Other Languages (ESOL) teachers to amplify the voices of the teachers regarding their needs in teaching multicultural students. This study sought to increase awareness regarding pedagogical approaches in teaching multicultural students, as well as to provide a description of teacher perceptions and experiences about teaching immigrant students. The problem identified in this study, as well as the gap in the existing research literature, is that teachers are not adequately prepared to teach students who immigrate to the United States from other countries. The research methodology was grounded in a qualitative methodology and a narrative research design. Through lived experiences and storytelling, this study explored teacher perceptions and experiences of educating immigrant students. The participants of the study included six teachers that were interviewed, participated in a focus group, and complet...
Studying Teacher Education, 2016
ENGLISH: This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education. SPANISH: Este self-study autoetnográfico describe mis interpretaciones de la conciencia de la multiculturalidad, con atención especial a la conciencia del multilingüismo, sobre la base de mis interacciones con 52 estudiantes en el contexto de dos cursos de alfabetización en el transcurso de un año. El self-study autoetnográfico proveyó una manera para focalizar mis reflexiones sobre la práctica y para estudiar los modos en que mi práctica reflejaba un tipo de conocimiento sobre mi rol como educador. Los hallazgos que surgen de las grabaciones en video de mi enseñanza, reacciones escritas de los estudiantes y sus evaluaciones muestran que mis patrones comunicativos con los estudiantes reflejaban ciertos elementos de una sensibilidad por lo multicultural, como mi atención a predisposiciones individuales, prácticas culturales y estereotipos personales. Los hallazgos también parecen indicar que esta sensibilidad por lo multicultural y lo multilingüe interactuaban para reflejar facilitación y simbiosis. La facilitación aparecía fuertemente en mi conciencia de diferencias entre las culturas de mis estudiantes y la mía, mientras monitoreaba mi procesamiento lingüístico. La simbiosis parece emanar del reconocimiento del modo en que mi respuesta a predisposiciones individuales facilitaba mi aplicación de estrategias conversacionales basadas en la retroalimentación. Esto, a su vez, focalizó mi atención a actitudes y comportamientos estereotipados. Algunas de las implicancias para la formación docente multicultural incluyen los beneficios del uso del self-study autoetnográfico para examinar la sensibilidad de los educadores en práctica, al tiempo que determinan el impacto de esta sensibilidad en sus roles docentes en la formación multicultural de profesores. Por extensión, el estudio sugiere que la investigación en self-study autoetnográfico puede proveer lentes adicionales a través de los cuales interrogar percepciones monolíticas de la diversidad en la formación docente multicultural. https://www.tandfonline.com/doi/abs/10.1080/17425964.2016.1143811