Ell Programs: Not ‘One Size Fits All’

Honigsfeld, Andrea

doi:10.1080/00228958.2009.10516539

Cited by 14 publications

(7 citation statements)

References 4 publications

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“…For this type of instruction, it is not necessary for the ELL or ESL teacher to speak the students' native languages. The goal of this model is to provide each student with the English skills necessary to successfully function in the academic setting (Honigsfeld, 2009). ELL and ESL programs are implemented in various forms.…”

Section: Programmatic Models For Ellmentioning

confidence: 99%

Urban Principals’ Facilitation of English Language Learning in Public Schools

Stufft

Brogadir²

2010

Education and Urban Society

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As the U.S. population grows more varied, public schools are faced with the challenge of meeting the needs of an increasing population of culturally and linguistically diverse students. Schools in the United States are often the first point of contact for new immigrant students as they work to facilitate their integration and socialization into American society. Aiding these immigrants in learning English has become one of the primary focuses of schools and is a major challenge for principals. The authors discuss programmatic models for ELL students that are currently being used in schools and relate factors that principals need to consider when selecting a model to use to help ELL students. The characteristics of effective ELL models are presented in order to give principals an upper hand in addressing the growing number of students needing English Language Learning support. The authors also point out that for any ELL program to be effective, the school must have a quality professional development program coupled with strong immigrant parent involvement.

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Section: Programmatic Models For Ellmentioning

confidence: 99%

Urban Principals’ Facilitation of English Language Learning in Public Schools

Stufft

Brogadir²

2010

Education and Urban Society

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“…This element of collaboration between mainstream and ESL teachers reinforces the interaction of the mesosystem in Bronfenbrenner's Ecological Systems theory. Unfortunately, recent literature depicts a lack of interdisciplinary collaboration in schools across America (DelliCarpini, 2008;Honigsfeld, 2009;Pawan, 2008). Platt, Harper, and Mendoza (2003) indicated that inclusion had received a bad name in a district in which they had conducted their study due to mainstream teachers' lack of consistency in strategy implementation and collaboration.…”

Section: Collaboration Between Educatorsmentioning

confidence: 99%

“…The practice of time spent split between an ESL/bilingual classroom and a mainstream classroom is often referred to as "pull out" or "push in," where students that may need supplemental instruction in a certain content area are "pulled out" from the mainstream classroom and sent to the ESL/bilingual classroom or if students have adequately grasped a concept, they may be "pushed in" to a mainstream classroom from an ESL/bilingual classroom (Honigsfeld, 2009;Lueck, 2010;Wertheimer & Honigsfeld, 2000). This is a prime example of the efforts being made within the school systems to gradually move toward English only instruction; and, this type of programming forecasts a despondent future for a myriad of elementary age students (Black, 2005).…”

Section: Challenges In Working With the Ell Population For Teachersmentioning

confidence: 99%

Interactions and relationships between kindergarten teachers and English language learners

Sullivan

2014

Early Child Development and Care

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Kindergarten-Grade 12 sector. With this influx of students who may need specialized attention, it is essential for educators and teacher education programs alike to focus on preparation for serving such a population. While research depicts a lack of training, it also elicits an assumed responsibility to successfully educate these students. The aims of this study are to: 1) examine relationships between native-English speaking kindergarten teachers and ELL and Non-ELL children within their own classroom and 2) examine if native-English speaking kindergarten teachers differ in their interactions with ELL and Non-ELL children within their own classrooms. Through theoretical application of Vygotsky's Sociocultural Theory and Bronfrenbrenner's Ecological Systems theory, classrooms in Eastern North Carolina were surveyed, using a demographics survey and the Student Teacher Relationship Scale (STRS), and observed, using the Emerging Academics Snapshot, EAS, to determine the process quality of each classroom and the relationships that teachers maintain with their ELL students. Analysis found that differences in teachers' relationships with ELL and Non-ELL students did exist; however, parameters of interaction were not significantly different. The implications of this study for the field of education and suggestions for future research are also highlighted. Clair, 1995). This number is on a steady incline as some researchers project that 40% of the school age population will be ELLs by the year 2030 (DelliCarpini, 2008) and by 2050, traditional minority groups will no longer be considered minorities (Downer et al., 2012). This rapid growth of ELL presence in the school system demands attention among mainstream educators and teacher education programs alike (Batt, 2008). INTERACTIONS AND RELATIONSHIPS BETWEEN KINDERGARTEN TEACHERS AND ENGLISH LANGUAGE LEARNERS CHAPTER 2: LITERATURE REVIEW"Educating ESL students is complex, it challenges social, political, and pedagogical assumptions, it is context specific and dilemma ridden" (Clair, 1995, p. 193). Over 41% of public school teachers are now responsible for instructing ELLs (Pawan, 2008). Yet, educators with the knowledge and skills required to work with ELL students are in limited supply (Batt, 2008); and, a resounding notion in current literature is that teachers do not feel adequately prepared to work with ELL students (Clair, 1995;Curtin, 2005a;Pawan, 2008;Teale, 2009;Vacca-Rizopoulos & Nicoletti, 2008). In 2005, de Jong and Harper conducted a study that supported these results; however, revealed that only 12.3% of these teachers had received more than eight hours of professional development geared toward instructing ELL students. The preparation that instructors receive for teaching these classrooms leaves much to be desired in terms of training and confidence; yet, it is assumed to be adequate enough to sustain. With the proliferation of the ELL population in United States schools, these issues cannot be ignored.There is a wealth of information in current literatur...

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“…Researchers from the Urban Institute projected that children of immigrants will constitute 30 percent of the nation's school population in 2015 (Fix and Passel 2003). Demands to provide equal educational opportunities for all students should engage stakeholders in any discussion of factors to be considered when teaching in multilingual classrooms (Honigsfeld 2009). The ultimate responsibility to meet these demands rests on the shoulders of classroom teachers who often lack the professional preparation that could help them address the needs of students going through stages of cultural adaptations and language acquisition.…”

mentioning

confidence: 99%

A Review of “Teaching Social Studies to English Language Learners”

Korenman

2010

The Social Studies

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Ell Programs: Not ‘One Size Fits All’

Cited by 14 publications

References 4 publications

Urban Principals’ Facilitation of English Language Learning in Public Schools

Urban Principals’ Facilitation of English Language Learning in Public Schools

Interactions and relationships between kindergarten teachers and English language learners

A Review of “Teaching Social Studies to English Language Learners”

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