Opportunity to Learn and English Learner Achievement: Is Increased Content Exposure Beneficial?

Aguirre-Muñoz, Zenaida; Boscardin, Christy

doi:10.1080/15348430802100089

Cited by 25 publications

(17 citation statements)

References 12 publications

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“…Writing research suggests several benefits of providing ongoing assessment through feedback, particularly across multiple drafts, but Lee () found, at least in secondary EFL classrooms, that language teachers often did not ask students to submit multiple drafts, and when they did their feedback focused on form and grammar (similar to Hartman and Tarone's ESL teachers), even though they espoused belief in the importance of providing balanced feedback. Research also suggests that when secondary ELLs in the United States are given the opportunity to learn via adequate exposure to writing and literary analysis, their writing performance improves (Aguirre‐Munoz & Boscardin, ).…”

Section: Research On Professional Pedagogical and Institutional Issmentioning

confidence: 99%

In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

Kibler

Heny

Andrei

2015

TESOL J

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As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory (van Lier, 2003;Borko, 2004), the authors present findings from participants in a focus group (N = 10) and follow-up interviews (N = 6) conducted with a set of secondary English language arts and English as a second language (ESL) teachers. Within overlapping institutional/professional and pedagogical contexts, teachers identified teacher expertise, high-stakes testing, classroom assessment and grading, placement and tracking, and disciplinary disconnects as the ecological factors most influential in their instructional choices related to ELL writers. Implications of these findings for research and teacher education are discussed.

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Section: Research On Professional Pedagogical and Institutional Issmentioning

confidence: 99%

In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

Kibler

Heny

Andrei

2015

TESOL J

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“…The enrollment in year-long ELD courses are taken in addition to all other high school graduation requirements, cutting out opportunities for advanced classes and hindering access to college-approved coursework (Kanno & Cromley, 2013). And in many cases, students labeled as ELLs must reclassify as fluent English proficient before being getting the opportunity to enroll into college-preparatory or advanced course work (Aguirre-Munõz & Boscardin, 2008). This creates burdens as well as barriers that the CCSS (2020) do not address.…”

Section: Defining College-readinessmentioning

confidence: 99%

“…To analyze pathways for students labeled ELL, this review uses an evolved OTL Framework (Abedi & Herman, 2010;Aguirre-Muñoz & Amabisca, 2010;Aguirre-Munõz & Boscardin, 2008;Floden, 2002;Herman et al, 2005), made up of a four-dimensional construct of content exposure, content coverage, content emphasis, and quality of instructional delivery. According to previous work on ELLs and their opportunities to learn (Aguirre-Muñoz & Amabisca, 2010;Aguirre-Munõz & Boscardin, 2008;Herman et al, 2005) this framework would argue that young people engaging in learning English need learning opportunities that are sequenced, academic, contextualized in practicality, and cognitively demanding, which would then produce successful meaningful language development that could lead to positive secondary outcomes. While the OTL framework does not explicitly discuss college-readiness, it can be used to discuss to what extent students 4 of 13 -NGUYEN with the ELL label have access to become "college-ready."…”

Section: Theoretical Framework: Opportunities To Learnmentioning

confidence: 99%

Limiting labels: Opportunities to learn and college readiness among English language learners

Nguyen

2021

Sociology Compass

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Over a fifth of California's public schools' students have limited access to college and career pathways due to being labeled an "English-language learner (ELLs)." As reported by the California Department of Education, in the 2017-2018 school year, of the over 6.2 million students in California, nearly 1.3 million students are categorized as ELLs. The ELL label states students "whose difficulties in speaking, reading, writing, or understanding English may (my emphasis) limit his or her ability to (1) achieve in classrooms where English is the language of instruction and (2) access opportunities to fully participate in society." Aligned with deficit thinking models, the US school system interprets "may" as "will" and makes decisions that negatively impact a large body of students across the country. The growing body of research reveals that many with the ELL label have been and continue to be intentionally underserved, limited access to postsecondary education, tracked into low-rigor and stigmatizing course pathways, and are deliberately unsupported to become college-ready, furthering the inequities in education and limiting options for quality k-12 educational experiences. The system becomes blinded by the label and ignores students with ELL labels' abilities and capacities to learn. So how are students with ELL labels supposed to become college-ready, let alone career-ready? For the purposes of this critical literature review, I will focus on exploring the existing structures that define "college-readiness" and the

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“…For the Instructional Dimensions Study (IDS), Cooley and Leinhardt (1980) similarly used OTL measures that included how time was spent in the classroom and the overlap between the curriculum and the tests. In addition to time and content, scholars have responded to concerns about disparities within and across classrooms by expanding OTL measures to include school and classroom context variables, such as the availability of and student access to coursework and academic programs (Callahan, 2005; Cogan et al, 2001; Gamoran, 1987; Oakes, 1990), instructional quality and practices (Kurz et al, 2014; Smithson, Porter, & Blank, 1995; Stevens & Grymes, 1993; Wang, 1998), teacher expertise and experience (Aguirre-Muñoz & Boscardin, 2008; Goertz, 1994), and resources (Boykin & Noguera, 2011; Elliott, 1998; Herman & Klein, 1996; Kimura-Walsh, Yamamura, Griffin, & Allen, 2009; Oakes, 1990).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Since the 1960s, with Carroll’s (1963) operationalization as time in and pacing of instruction, as well as content covered for achievement tests in the First International Mathematics Survey (FIMS) in 1964, student OTL has a long history of identifying the extent to which students have equitable access to learning (McDonnell, 1995; Schmidt & Maier, 2009). Most recently, scholars have expanded discussions around student OTL to include (a) access to more advanced courses or content and instruction with increased cognitive demand; (b) availability of resources for instruction, including teaching materials, as well as (c) measures of the training and expertise of teachers (Aguirre-Muñoz & Boscardin, 2008; Boykin & Noguera, 2011; Callahan, 2005; Cogan, Schmidt, & Wiley, 2001; Gamoran, 1987; Kurz, Elliott, Kettler, & Yel, 2014; Oakes, 1990). Not surprisingly, ESSA requires at least one indicator of “school quality,” or the resources or processes that influence student learning outcomes—many of these are subsumed under the broader umbrella of “opportunity to learn” (Darling-Hammond et al, 2016).…”

mentioning

confidence: 99%

Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter

Urick

Wilson

Ford

et al. 2018

Educational Administration Quarterly

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To advance a framework of indicators that promotes imple mentation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and systemlevel practitioners from more information about how schools might influence student access to college and careerready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourthgrade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on

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Opportunity to Learn and English Learner Achievement: Is Increased Content Exposure Beneficial?

Cited by 25 publications

References 12 publications

In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

Limiting labels: Opportunities to learn and college readiness among English language learners

Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter

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