Teacher leadership to support English language learners

Russell, Felice Atesoglu; Esch, Kerry Soo Von

doi:10.1177/0031721718767862

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Really doing as much outreach as we possibly can." The Director of EL Services and Categorical Programs in Marina School District represents an educator whose leadership for ELs began in the classroom (Russell and Von Esch, 2018). She has consistently built trust and provided EL expertise to her colleagues and administrators and during distance learning she has aligned structural and instructional practices to provide equitable learning opportunities for ELs and their families.…”

Section: Finding 1: Leading In the Crisis Of Connectivity By Accelerating Outreach To The Most Vulnerable Families And Studentsmentioning

confidence: 99%

Equity Leadership for English Learners During COVID-19: Early Lessons

et al. 2021

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This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

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Section: Finding 1: Leading In the Crisis Of Connectivity By Accelerating Outreach To The Most Vulnerable Families And Studentsmentioning

confidence: 99%

Equity Leadership for English Learners During COVID-19: Early Lessons

et al. 2021

View full text Add to dashboard Cite

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“…With the help of a variety of teaching techniques, teachers and students can interact with each other so that teachers can effectively transfer knowledge and skills to students. But also allows students to provide timely feedback on their learning status, exercise their English expression skills, provide a reliable basis for teachers to adjust their teaching methods and programs, greatly guarantee the level of professional English classroom teaching, improve the overall effectiveness of classroom teaching [19][20][21].…”

Section: Introductionmentioning

confidence: 99%

Optimization Strategies and Efficacy Evaluation of Cross-Language Embedding Model in Teaching English in Colleges and Universities

Liu

2024

Applied Mathematics and Nonlinear Sciences

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With the trend of information technology, contemporary English language teaching is moving positively in the direction of intelligence. This study utilizes the text embedding model to represent language and convert it into a format that computers can process. Through the methods of adversarial training and self-learning training and adding the fine-tuning process to improve the effect of cross-linguistic word vectors, the machine reading comprehension and translation model is constructed to ensure the semantic consistency between it and the input source text. Meanwhile, this study combines the model to implement an innovative teaching model of English in colleges and universities and evaluates its effectiveness. The results show that the effectiveness of the proposed method in this paper on this indicator has been narrowed to a gap of 11.48%, which significantly confirms the effectiveness of the proposed model. In the direction of E2C, the cross-linguistic embedding model has the highest average F1 score (0.894). The average score of class 1 results is 82.6843, corresponding to a critical confidence level of 0.036<0.05, which indicates that there is a significant difference between the results of class 1 and class 2. The reference value of this study is important for English teaching and related system development in colleges and universities.

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The Look Act (2017) in Massachusetts: implications to society and teacher education

Amorim

2023

Educ. Pesqui.

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This article presents some implications of the Look Act to education in Massachusetts, by first discussing the latest USA educational laws, as they set the scene for the Look Act, which will then be examined in correlation with teacher education and the educational tensions generated by its implementation. Some of its implications to society, resulting from the recent changes in English Language Learners (ELL) teaching in Massachusetts, will be addressed, since teacher education, educators, families, students, and other education-related stakeholders are closely interwoven as they seek to prepare individuals to live in society. Of qualitative approach, this research seeks to construct new knowledge, without necessarily generating solutions to specific problems. For schools equipped with skilled ELL teachers, priority should be given to assigning them leader roles so that they can advocate successfully for ELL and its future. Administrators, however, seem to forget that changes should be implemented according to teachers, who are usually ignored. Besides, ELLs bring strengths from their cultures, and must be valued for their language competence.

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Teacher leadership to support English language learners

Cited by 3 publications

References 3 publications

Equity Leadership for English Learners During COVID-19: Early Lessons

Equity Leadership for English Learners During COVID-19: Early Lessons

Optimization Strategies and Efficacy Evaluation of Cross-Language Embedding Model in Teaching English in Colleges and Universities

The Look Act (2017) in Massachusetts: implications to society and teacher education

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