Critical issues in the Education of English Language Learners
Permanent URI for this collectionhttps://hdl.handle.net/11274/120
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Item Living here, yet being there: Facebook as a transnational space for newcomer Latina/o adolescents(Miami University, the University of Central Florida, the University of Texas Tyler, and Stetson University, 2013) Stewart, Mary AmandaUnder the category of diaspora media studies, the present case study investigates the social networking use of four newcomer adolescent English Learners in a U.S. high school. Demonstrating their transnational skills, the students use the social networking site of Facebook prolifically outside of school in order to connect to their home countries, maintain their Latina/o identities, and acquire English. Findings from analyzing the students' Facebook pages, interviews, and in-school observations illustrate that they are transnational, multicultural, emergent bilinguals who engage in sophisticated multimodal ways of communication outside of school, challenging their at-risk label in their high school. Immigrant students' transnational skills that are being nurtured through technology should be leveraged for academic learning such as acquiring English in the classroom and learning through global perspectives. Furthermore, language pedagogy and policy must change in response to transnationalism and new technologies in order to provide English Learners an equitable education.Item We can do it because they did it! Three generations of literacy educators in Texas(Texas Council of Teachers of English Language Arts, 2016) Stewart, Mary AmandaThe unique challenges (and promises) teachers encounter today can be informed by the past. What literacy and language education mean for Mary Stewart, assistant professor of bilingual and English as a Second Language (ESL) education at Texas Woman's University, is a product of what it has meant for educators like her grandmother and mother. In this article, Stewart describes how her grandmother and mother's stories may provide relevant answers for the present and future. She explains how they inspire her to face challenges in the classroom by being passionate and being a learner. Herein, she shares three generations' stories of teaching English in Texas including accounts of what literacy education was like from the 1940s through the 1980s; the 1970s through the 2000s; and literacy education today.Item Listening to students: What, why, and how adolescent English learners want to read and write(Texas Association for Literacy Education (TALE), 2020) Stewart, Mary Amanda, 1979-; Walker, Katie; Revelle, CarolIn various conversations regarding how to teach language and literacy to adolescent English Learners (ELs), students' voices are often lost. This article privileges those voices by surveying ELs in Texas high schools regarding what, why, and how they want to read and write in and out of school. The authors surveyed the students before and after an instructional intervention designed to increase students' literacy engagement by introducing culturally relevant reading and writing in their classrooms. The findings indicate that the participants want to read and write about relevant topics in order to affirm their identities, express themselves, or to learn about others. The authors encourage educators to maintain high literacy expectations for ELs while providing opportunities to select relevant literature and respond in authentic ways. Most importantly, this research suggests we should privilege student voices as we consider how to provide effective language and literacy instruction.Item Assessment Concerns: Best Practice in Supporting ELLs in Elementary and Middle Schools(Texas Woman s University, 2010-12-01) Miranda, Twyla; Johnson, Kary; Wright, Michael; Cooper, Pam; Webb, MeredithItem Vocabulary Profiling of Oral and Written Discourse: An Assessment Tool for Working with ELLs in K-12(Texas Woman s University, 2010-12-01) Roessingh, HettyItem Connected Math Plus Connected Language Learners: An Algorithm for Participation(Texas Woman s University, 2010-12-01) Hansen-Thomas, HollyItem Facilitating Comprehension and Learning of Content Area Text for English Learners(Texas Woman s University, 2010-12-01) Kang, Hee-WonItem Science Language Use by Kindergartners: Strategies That Support English as an Additional Language Learners(Texas Woman s University, 2010-12-01) Hohenshell, LieslItem Exploring a Fifth-Grade ELL's Literature Discussion in Class(Texas Woman s University, 2010-12-01) Chen, XiufangItem Corrective Feedback in the Communicative ESL/EFL Classroom(Texas Woman s University, 2010-12-01) Manrique, Miluska; Perrone, MichaelItem Building on the Strengths of English Learners via a Dual Language Immersion Program(Texas Woman s University, 2010-12-01) Hood, Sally; Navarro, AngieItem Say It Again: New Researched Techniques for Supporting Language Development in Preschool ELLs(Texas Woman s University, 2010-12-01) Nerren, Jannah; Abel, CarolynItem Educating New Americans: Meeting Challenges to Living the Dream(Texas Woman s University, 2012-12-01) Everling, Kathleen; Carmona, Elsa CruzItem Utilizing ELLs L1s in the Secondary Classroom to Maximize Learning Potential(Texas Woman s University, 2010-12-01) Stewart, Mary Amanda, 1979-Item Interaction for Learning(Texas Woman s University, 2010-12-01) Gleeson, Margaret; Tait, CarolynItem Literature in the ELL Classroom: Wise Investments in Learning(Texas Woman s University, 2010-12-01) Mathis, Janelle; Shearer, RaginaItem Providing Differentiated Instruction for ELLs Using Questions(Texas Woman s University, 2010-12-01) Kim, Youb; Pearson, P. DavidItem Slipping through the Cracks: The Case of Unidentified ELL(Texas Woman s University, 2010-12-01) Everling, KathleenItem Book Notes(Texas Woman s University, 2010-12-01) Dam, PhapItem Nurturing a Love of Language through Children's Literature(Texas Woman s University, 2012-12-01) Mathis, Janelle