Minnesota English Language Program (MELP)
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Item A+ authentic, accessible academic language books(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Swierzbin, BonnieItem Academic language demands: texts, tasks, and levels of language(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Ranney, Susan; Dillard-Paltrineri, Elizabeth; Maguire, Caroline; Schornack, MirandaItem Adult ESL and kindergarten: an unlikely meeting to improve literacy instruction(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Vinogradov, PatsyItem Aha! Measuring pre-service teachers' learning of content-based instruction(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Reynolds, Kate Mastruserio; Jiao, JingjingThis research study investigated the effect of Content-Based Instruction (CBI) and its influence on pre-service teachers' (PSTs) perceptions of their existing knowledge and capabilities for teaching English language learners (ELs). Our goal was to examine the PSTs’ development in content-based instruction during a 16-week CBI course and their insights and changes resulting from the experience. The researchers hoped to determine what aspects of CBI methodology were new, noteworthy and important for PSTs in order to identify what they were not receiving in their general education teacher preparation courses. Over the course of three semesters, 49 participants took pre- and post-course surveys comprised of open-ended questions and five Likert scale close-ended questions to measure their insights and changes. Findings revealed substantial changes to pedagogical philosophy, instructional practices, curricular and materials development, awareness of ELs’ needs, and stance toward advocacy.Item …And the Beat Goes On: Further Evidence to Support the Need for Accommodations and Universal Design in High Stakes Testing of English Language Learners(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2007) Erichsrud, Andrea; Johnstone, ChristopherThis article describes research that used the think-aloud method to elicit responses from students on released high stakes test items. Four students who were English language proficient and four students whose first language was Spanish completed a mini-test made up of four mathematics items. In the process of thinking aloud, the students revealed that design (formatting) issues in items can cause some students to struggle, that read aloud accommodations are still necessary for students who struggle with English, and that culturally irrelevant information may mislead or confuse students who are new to this country. The evidence from this study demonstrates that we need further research and activities at the state and district level to ensure that high stakes assessments are both accessible and valid for all students.Item Beyond Multiple Learning Styles, Cultures and Language Proficiency Levels: Honoring Multiple Ways of Knowing in the Adult ESOL Classroom(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2009) Ouellette-Schramm, JenniferItem Classroom Strategies and Tools for Differentiating Instruction in the ESL Classroom(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2008) Dahlman, Anne; Hoffman, Patricia; Brauhn, SusanDifferentiated Instruction is a relatively widely used instructional approach across instructional contexts. It has proven to be successful in the general education context where studies have found that students exposed to Differentiated Instruction strategies consistently outperform other students (Tomlinson, 2001). Yet, there is a huge gap in professional literature that addresses the use of Differentiated Instruction in the ESL context. It is the aim of this paper to provide the reader with practical Differentiated Instruction strategies and tools for the use in the ESL classroom as well as the mainstream classroom with ELLs. We suggest three steps in implementing Differentiated Instruction, a) beginning with ensuring high quality curriculum that clearly articulates meaningful learning outcomes, both language and content, without which differentiation is not possible, b) moving onto carefully understanding student needs, their readiness, interests and learning profiles, based on systematic pre- and formative assessment, and finally c) implementing effective Differentiated Instruction strategies in the classroom to maximize the learning of all students. We provide multiple examples and useful tools to clarify each of the three steps.Item Co-teaching: a look-back, a look-ahead, and the look-fors(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Honigsfeld, Andrea; Dove, Maria G.Item Collaboration and co-teaching, by Andrea Honigsfeld and Maria G. Dove (Review)(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Heinz, KristinItem Collaborative Professional Development in One Elementary School: A Focus on English Language Learners(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2009) Edstam, Tina Scott; Walker, Constance L.This paper examines the growing need to rethink the ways in which professional development is provided for those who teach English language learners. It documents the two-year experience of a team of seven elementary school educators (mainstream, ESL, speech clinician, paraprofessional) who participated in a newly designed professional development project to provide best practices for these learners in their school. Resulting comments by these educators reflect increased personal growth, professional success, and a renewed commitment to a more collaborative approach to professional development that is long-term, site-based, and student-focused.Item Combining retirement and passion for ESL(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Sharkey, RosemaryItem A Comparative Review of Recent Literacy-Level Textbooks(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2008) Lazaraton, Anne; Baker, AndrewItem Contemporary Topics edited by M. Rost (Review)(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2011) Carr, Karen; Dornbush, Martha; Waite, KileyReview of Contemporary Topics: Academic Listening and Note-taking Skills (2009), volumes Intro, 1, 2, and 3Item Conversations about Inclusion: Connecting Mainstream and ESL(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2008) Simons, Lisa M. BoltIn the past few years, inclusion or collaboration has become the English as a second Language (ESL) model used by several schools and districts, including the St. Paul Public Schools, which has increasingly closed the achievement gap for its ESL population. Though there are drawbacks and potential problems with this model, the author and her colleagues have found its application successful in their elementary school. Examples of how inclusion works in various elementary classroom settings end the report. The following is based on a presentation given by the author and her co-worker, Becky (Bonertz) Gibson, at the 2006 MinneTESOL Conference, as well as at a 2007 meeting for the University of Minnesota’s TEAM UP (Teaching English Language Learners Action Model to Unite Professionals) development program.Item Conversing to fortify literacy, language, and learning(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2015) Zwiers, Jeff; O'Hara, Susan; Pritchard, RobertItem Crones & Codgers & MinneTESOL(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Kramer, Deirdre BirdItem Cutting to the Common Core: analyzing informational text(MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Kinsella, KateItem Developing habits of mind for numeracy in a low-literacy classroom: a focus on attitudes(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Johnson, RachelMany of today’s adults, both native and non-native speakers of English, do not have the necessary math skills to be considered numerate in the world around them. Their lack of skill may lead to serious anxiety about mathematical concepts or a negative attitude towards learning new concepts. Simple tasks, such as the “Math Problem of the Day,” when used deliberately to develop key “Habits of Mind,” can help students develop positive attitudes towards mathematical knowledge. This will ultimately result in a more successful mathematical experience in academics and the world around them.Item Diversity within Islam: its intersections with Muslim immigrant identities(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Smidt, EstherThis article investigates the multiple identities of four Muslim immigrant students, the intersections of these identities, and the students’ understandings of the systems of oppression examined in the multicultural developmental ESL writing course they attended as college freshmen. The research question is “What are Muslim immigrant students’ understandings of their own identities in terms of race, class, and gender as seen through the lens of their religious identity while taking a multicultural college writing class focusing on race, class, and gender?” The four participants of this qualitative multiple case study were chosen on the basis of religion, race, and gender. Data sources consisted of observation fieldnotes, a mapping exercise, interviews, in-class discussions, and documents. Data were coded inductively according to arising themes. Key findings reveal that there are diversity and complex identity intersections within what the general public perceives as a homogeneous group, and that primary intersections are those of religion and race, religion and sexuality, religion and gender, and religion, race, and gender.Item The Early Days of the Journal(Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2008) Landa, Mark