Conclusions and Future Directions

Genesee, Fred; Lindholm-Leary, Kathryn J.; Saunders, Bill; Christian, Donna

doi:10.1017/cbo9780511499913.007

Cited by 19 publications

(4 citation statements)

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“…This knowledge is crucial, because often ELLs (as was the case in this study) are pulled from their mainstream classrooms for periods at a time to concentrate on learning English. As Genesee, Lindholm‐Leary, Saunders, and Christian () state, educators need to be sensitive to the “diversity of backgrounds, resources, and challenges [ELLs] bring to the learning environment” (p. 227); by working directly with ESL teachers, mainstream classroom teachers can develop the sensitivity they need to support the personal and academic growth of these learners.…”

Section: Discussionmentioning

confidence: 99%

Bridging the Gap: Preservice Teachers and Their Knowledge of Working With English Language Learners

Hutchinson

2012

TESOL Journal

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A good deal of attention has been focused on the need to prepare teachers to work with the increasing number of English language learners (ELLs) in today's classrooms. Many would argue that this preparation should be provided at the preservice level so that new teachers are ready to meet the demands of all learners, but in particular ELLs. However, teacher education programs are challenged to incorporate this kind of preparation into the existing curriculum, which is heavily laden with other core certification requirements. This study explores the impact of a three-credit foundations course for teaching English language learners and its corresponding field experience component of observing ELLs offered as part of the requirements for a baccalaureate degree program in elementary education. Data was collected from a pre-and post-Language Attitudes of Teachers Scale survey (Byrnes & Kiger, 1994) and from the preservice teachers' classroom observation reports. The findings from this study show an increase in tolerance and knowledge of ELLs and support for them in the schools. The results present a compelling case to integrate these kinds of experiences into existing teacher preparation programs.

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Section: Discussionmentioning

confidence: 99%

Bridging the Gap: Preservice Teachers and Their Knowledge of Working With English Language Learners

Hutchinson

2012

TESOL Journal

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“…Research on classes in the US in which ELs and native speakers were grouped together indicated that student talk was reduced and few language learning opportunities were created, with students opting to complete their work quickly rather than communicate with peers (Jacob, Rottenberg, Patrick, & Wheeler, 1996). Scheduling English learners and native English speakers together provides limited language learning opportunities and may be detrimental to learning for ELs (Cathcart-Strong, 1986;Genesee, Lindholm-Leary, Saunders, & Christian, 2006;Platt & Troudi, 1997). High school students may sink rather than swim if they are removed from linguistic support too quickly (Robinson-Cimpian, Thompson, & Umansky, 2016;Slama, 2014).…”

Section: B) Insufficient Teacher Preparationmentioning

confidence: 99%

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Ivanova-Chessex

Steinbach

Wolter

2021

Regimes of Belonging – Schools – Migrations

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This introductory chapter presents general lines of thought that guided the compilation of the contributions of this volume. The idea of 'challenge' from the title of this chapter sets the tone, as this introduction will outline the challenges that both global and local contradictory conditions represent for schools and the education of teachers, which are closely linked fields. Perspectives focus on the world growing closer together in viral, climatic, political, economic and cultural processes of globalisation, and their significance and impact on the national constitution of schools as a central institution of formal education which exists almost everywhere in the world. The chapter then discusses pedagogical concepts that claim to adequately take into account transnational and migratory processes of change. Finally, it concludes with some suggestions for a further discussion of schools and teacher education in transnational relations of contemporary migration societies.

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“…Until recently, it has been very challenging to make research‐based decisions about instruction for ELs with LDs because there has been so little research investigating the impact of instruction or the trajectories of students’ responses to instruction for this population. However, within the last 15 years there has been an increase in high‐quality studies, syntheses, and meta‐analyses investigating the effects of academic interventions for ELs (e.g., Baker et al., ; Cheung & Slavin, ; Genesee, Lindholm‐Leary, Saunders, & Christian, ; Hall et al., ; Shanahan & Beck, ). There has also been an increase in studies investigating the effects of instruction for ELs who demonstrate academic difficulties despite having been provided high‐quality Tier 1 instruction.…”

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confidence: 99%

Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn?

Hall¹,

Steinle²,

Vaughn³

2019

New Directions for Child and Adolescent Development

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This paper reviews findings from four research syntheses that report the effects of academic language and/or reading interventions on language and reading outcomes for English learners who have or are at risk for learning difficulties. Studies included in the syntheses varied in research design and addressed multiple areas of reading and language. There was disagreement between syntheses as to the extent of research evidence in favor of particular instructional practices. For ELs with learning difficulties in kindergarten and first grade, however, there was strong consensus that multiple‐component reading instruction that includes phonological awareness and phonics instruction is associated with improved word reading outcomes. It may also be beneficial to provide oral language, vocabulary, and reading comprehension instruction; nevertheless, there is a need for future research on instructional interventions that aim to improve reading comprehension outcomes for this population.

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Conclusions and Future Directions

Cited by 19 publications

References 0 publications

Bridging the Gap: Preservice Teachers and Their Knowledge of Working With English Language Learners

Bridging the Gap: Preservice Teachers and Their Knowledge of Working With English Language Learners

Critical Reflexivity: Theoretical Considerations on Subjection and Postcoloniality for Teacher Education

Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn?

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