Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population

Menken, Kate; Kleyn, Tatyana; Chae, Nabin

doi:10.1080/19313152.2012.665822

Cited by 84 publications

(88 citation statements)

References 14 publications

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“…The term, English language learner or ELL, refers broadly to students in our schools who, because of their English proficiency levels, need specialized language support to access the curriculum. The design of these specialized language supports has been hindered, however, by the monolithic portrayal of this population in the literature coupled with the failure to acknowledge the staggering diversity in resources available to meet the needs of these students in different educational contexts (Menken, Kleyn, & Chae, 2012).…”

Section: Ells In the Us Secondary School Contextmentioning

confidence: 99%

“…Yet, our schools need additional guidance and support to meet the needs of these learners as evidenced by the numbers of students entering into our secondary schools with the designation of 'Long-Term ELLs (LTELLs)' despite having received all of their formal education in English (Menken et al, 2012;Olsen, 2010). These students, who have been educated in the U.S. schooling system for 7 years or more and continue to require language support, are often proficient oral conversationalists; but lack the advanced literacy skills needed to keep pace with their middle grade, monolingual English peers (Cosentino de Cohen, Deterding, & Clewell, 2005).…”

Section: Ells In the Us Secondary School Contextmentioning

confidence: 99%

“…These students, who have been educated in the U.S. schooling system for 7 years or more and continue to require language support, are often proficient oral conversationalists; but lack the advanced literacy skills needed to keep pace with their middle grade, monolingual English peers (Cosentino de Cohen, Deterding, & Clewell, 2005). 2 This paradox, often puzzling to secondary educators, has situated these LTELLs as a silent majority within the ELL student population at the secondary level in many states (Menken et al, 2012;Olsen, 2010). 3 In this chapter, while we acknowledge the challenges faced by teachers and by schools in supporting growing numbers of ELLs to acquire advanced literacy skills, we also remind ourselves of the promise of bilingualism in relation to cognitive and literacy development.…”

Section: Ells In the Us Secondary School Contextmentioning

confidence: 99%

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Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Section: Ells In the Us Secondary School Contextmentioning

confidence: 99%

Section: Ells In the Us Secondary School Contextmentioning

confidence: 99%

Section: Ells In the Us Secondary School Contextmentioning

confidence: 99%

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Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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“…The first is that ELD instruction should continue through at least early advanced levels of ELP and that it requires increasing focus on academic language. This guideline is especially relevant for Californian's middle school ELs, more than half of whom score at early advanced and advanced levels of ELP (52 % for 2011-2012CDE 2013). These authors hypothesize (and report observing) that lack of ELD instruction beyond intermediate levels of ELP may be one reason for the plateau effect resulting from typically rapid progression to intermediate levels then slow progression to early advanced and advanced levels of ELP (Genesee et al 2006).…”

Section: English Learner Access To English Language Development Instrmentioning

confidence: 99%

English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches

Estrada

2014

Urban Rev

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Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of Curricular Streams to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a) the extent to which they provided English language development (ELD) instruction and access to the core and full curriculum; and (b) the relative emphasis on ELP versus core academic content, remediation versus acceleration, and isolation versus integration of ELs with non-EL peers. I situate the Curricular Streams within the schools' broader cultures and practices. The results reveal local definitions of EL status and wide variation in EL Curricular Streams: One school emphasized ELP and remediation over access to the core. Another integrated ELs more quickly into mainstream courses, yet its remediation emphasis limited access to the core. The third provided more access, but isolated ELs. The fourth provided more access to the core, accelerated ELD, and eschewed interventions. The evidence suggests that schools are groping for solutions and it raises questions about the efficacy of EL state policy that relies on local control for interpretation. I provide implications for research, policy, and practice and hypotheses about the characteristics of Curricular Streams and school cultures that might increase ELs' opportunity to learn and achieve the dual goals.

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“…For instance, ELLs come from varying backgrounds and countries of origin, encompassing a variety of languages spoken, parent education levels, refugee statuses, documentation statuses, and levels of formal schooling (Menken, Kleyn, & Chae, 2012). Yet, the majority of ELLs are U.S. native born, not foreign born.…”

Section: Introductionmentioning

confidence: 99%

English Language Learner education finance scholarship: An introduction to the special issue

Jimenez-Castellanos

2017

EPAA

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Abstract:In this article, I introduce the special issue on education finance and English Language Learners, with the purpose to disseminate timely and relevant education finance scholarship with a particular focus on English Language Learners (ELLs).Here, I provide an analytical argument for why this topic is of great importance for our educational system and policy, yet it remains especially understudied. Next, I provide a brief overview of the previous ELL school finance literature. Then I outline the four scholarly papers included within this special issue, noting each paper's contributions to our knowledge base and implications for policy. I conclude by pointing to further scholarship based on articles in this special issue.

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Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population

Cited by 84 publications

References 14 publications

Improving Reading Comprehension of Middle and High School Students

Improving Reading Comprehension of Middle and High School Students

English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches

English Language Learner education finance scholarship: An introduction to the special issue

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