School Counselor Experiences of Response to Intervention With English Learners

Johnson, Leonissa V.; Shell, E Mackenzie; Tuttle, Malti; Groce, LaVonna Lorine Ella

doi:10.1177/2156759x19859486

Cited by 3 publications

(2 citation statements)

References 44 publications

(77 reference statements)

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“…Yet studies of counselor experiences with MLs are not plentiful. This small amount of studies focuses on the nature of English learning (Cook, 2015; Johnson, Shell, Tuttle, & Groce, 2019), migrant trauma and cross‐cultural adaptation (Hoffman, Podikunju‐Hussain, & Fry, 2018), and programs to promote MLs' social–emotional learning and sense of belonging in schools (Shi & Watkinson, 2019; Urbina et al., 2017; Vera et al., 2022).…”

Section: Access To Higher Educationmentioning

confidence: 99%

Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis

Jiang,

Harklau

2023

TESOL Quarterly

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Despite the substantive scholarship on secondary language education with multilingual learners (MLs) and growing body of work on MLs' postsecondary access, relatively few studies have examined the influence of educators other than classroom teachers such as high school counselors on MLs' academic outcomes. We report on a qualitative study comparing and contrasting college access beliefs and experiences of MLs with those of school counselors in one diverse school district in the southeastern U.S. Data come from mentoring sessions with students; interviews with school counselors; school documents; student record data; and student observations. ML and educator perceptions and behavior are interpreted through a Bourdieusian practice theory lens that sees college access as shaped by the interaction of student resources and dispositions with school social structures. In particular, we tap Bourdieusian notions of the role of institutional belief systems (or doxa) about college access to show how students negotiate discontinuities (or hysteresis) between their assumptions and beliefs and the new educational system they encounter. We find that despite counselors' best efforts, MLs faced significant challenges to college access. Implications are offered for how educational stakeholders can advocate for college‐bound MLs.

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Section: Access To Higher Educationmentioning

confidence: 99%

Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis

Jiang,

Harklau

2023

TESOL Quarterly

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“…Often, a school’s ESL teacher is the school professional most familiar with a student’s immigration history, pre-resettlement trauma, and cultural/linguistic background(s). However, collaborating can be difficult for school counselors and ESL teachers due to barriers such as lack of time, difficulties in scheduling meetings, and heavy caseloads (Clemente & Collison, 2000; Johnson et al, 2019). Research investigating successful collaborations between ESL teachers and school counselors could prove beneficial in identifying potential avenues for partnership and how to overcome these barriers.…”

Section: Implications For School Counseling Researchmentioning

confidence: 99%

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

Purgason

Honer²,

Gaul³

2020

Professional School Counseling

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Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

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English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students

Purgason,

Johnson,

Vallecillo

et al. 2023

Journal of Educational and Psychological Consultation

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School Counselor Experiences of Response to Intervention With English Learners

Cited by 3 publications

References 44 publications

Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis

Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students

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