Browsing by Subject "English Language Learners"
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Item English Language Learners and Career and Technical Education: Focus Group Report(2021) Chazdon, Scott; Diaz, Alejandra; Spanier, Tobias; Hernandez-Swanson, JocelynItem Interpreting across the abyss: a hermeneutic exploration of initial literacy development by high school English language learners with limited formal schooling.(2010-07) Watson, Jill A.The presence of older learners with limited formal literacy and schooling in U.S. high schools constitutes an intense and unique instance of the encounter of contextually oriented oral indigenous culture and the distanciated culture of high literacy and digitacy. Drawing on the work of Walter Ong, Marshall McLuhan, and others, I describe the distance between the noetic lifeworlds of orality and literacy as a semiotic abyss across which interpretation is difficult but necessary. The scholarly stance required is one of humility--to fail to engage the alterity of orality with sensitive attunement is an act of continued imperialism, which is morally unacceptable, epistemologically naïve, and ecologically suicidal in cognitive and natural terms. Following Marie Battiste, Enrique Dussel, David G. Smith, and others, this philosophical study locates the phenomenon of initial literacy development by high school English language learners within the history of Western epistemology, colonialism, and globalization, in particular the legacies of Kant's logic of emancipative reason, transformed in school contexts into a logic of sacrificial reason wherein the primitive ways of orality are sacrificed to hyperliteracy in the environment of reified, standardized education in the United States. Illustrative anecdotes, poetry, and assertorial argument are used to evoke instances of the encounter or orality and literacy in school settings. Refuting the primacy of both idealism and positivism in society and education, the study is inspired both topically and methodologically by hermeneutics, the ancient art of interpretation, as a way of articulating the fusion of horizons between severed hyperliteracy and oral ways of knowing in context, so that a conversation regarding the role and instruction of literacy remains unforeclosed and capable of sustaining a common future in which oral and literate noeses are respected. A pedagogy of reciprocity between orality and literacy is proposed as a path to the practical survival of older oral newcomers who must acquire the artificially-toned manners of representational culture, and to the ontic survival of the hypostacized Western self trapped in triumphal determinacy.Item A model for suppport: meeting the needs of English language learners in a small community.(2009-07) Tahtinen, Sarah EllenAs the population of language minority families significantly increases in our nation (National Center for Educational Statistics, 2002), schools are trying to meet the needs of a growing number of students with limited English skills. This qualitative research study examined the types of academic, social, and linguistic support currently available to immigrant school-aged children and their families as they enter into a small mid-western community in the United States. The forty-nine participants in this study included immigrant parents, school staff, and community members, who shared insight into the types of support most needed and helpful for newcomer students and their families. Using grounded theory methods of research, three major themes emerged and were used to create a model for support. Each of the three levels of support includes a précis of ideas for assisting schools, communities and families, as they develop ways to support newcomer students in their academic, linguistic, and socio-cultural development. Major findings of this study include: a.) the need for increased communication and access to services, b.) the need for more opportunities to learn English, and c.) the importance of maintaining native language skills and culture as an asset to the community.Item Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners(2015-05) Brandes, DanaThis study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs). Third-grade ELLs (N=31) who were performing below grade level in reading completed one session of repeated reading (RR) and one session of repeated reading with vocabulary instruction (RRV). Using a within-subjects design, condition and passage order were counterbalanced across participants. Dependent measures included Curriculum-based Measures of Oral Reading (CBM-R), researcher-developed literal and inferential comprehension questions, and the Two-Questions Vocabulary Measure (TQVM; Kearns & Biemiller, 2011). Repeated Measures Analysis of Variance (ANOVA) revealed statistically significant main effects of instruction for RRV with large effect sizes for comprehension (p < .001, g = .73) and vocabulary knowledge (p < .001, g = .98) but no statistically-significant differences for reading fluency or vocabulary word-reading accuracy. Results suggest RRV may be an effective intervention worth examining for longer durations and with larger samples of ELLs.