English learners

This study investigates how teachers interact with immigrant-origin youth in particular school-based “contexts of reception” that mediate youth’s educational opportunities. One under-studied context is “sheltered instruction” where English learners (ELs) are placed into separate content-area courses to target their linguistic needs. This qualitative study highlights the unintended consequences of ELs’ placements by examining three in-depth teacher cases. Teachers’ accounts reveal how EL content-courses designed to increase access were in fact stigmatizing spaces where students made social distinctions and engaged in impression management to mitigate perceptions that they lacked intelligence because of their programmatic placements. Teachers also managed stigma in distinct ways, representing different orientations and communication strategies in response to students’ experiences of stigma. This investigation raises questions about the tensions embedded in how language status, race, and classification intersect with the very solutions intended to ameliorate inequalities, as well as teachers’ roles in the education of immigrant-origin EL youth.

"Interviewing adolescents is an integral part of the role of an educational psychologist working in schools.
However, this stage of development is fraught with difficulties. Adolescents at different stages vary as to
what they will discuss with a professional and some will rely on their peers for ‘therapeutic support’. A wide
variety of psychotherapeutic approaches is increasingly being considered and utilised by educational psychologists
in school settings. These include cognitive behavioural therapy, motivational interviewing and
solution focused brief therapy. This paper considers different theoretical approaches to interviewing and
their respective potential to enhance the work of the educational psychologist in supporting the adolescent
interviewee."

INTRODUCTION
As we know English language has become very important language in all around the world especially in our county Somalia. We are living in a generation where English is a priority to get you hired, nobody can deny that, when you apply for a job English language is always listed in the requirements.
In our country almost everybody learns English or goes to private school some time in their life, some of them pull it off but most of them fail at it. You sometimes encounter a student who has been going to private school for many years and that student can’t still speak English fluently, therefore what is wrong?  A lot of things are wrong with the system that we use to teach English and also the students themselves are not fully committed to learning the language, they mostly want to learn to speak a language overnight and it doesn’t work that way.
This book is intended to those who already learned English but at the same time have a problem with speaking faster and more like a native. A lot of my friends and colleagues asked me several times how I learnt English like a native in an environment where English is not spoken and how it was possible for me to sound more like a native.
This book is my answer to them, in this book I summarize the steps I followed over the years to learn to speak English faster, effortlessly and fluently. This book is step by step guide and it is based on how I managed to speak better English than most of private school students. This book is not for teachers only it is for you, the student who wants to master spoken English.
As you probably can imagine learning a language in an environment where that certain language is not spoken is certainly very complicated, it takes a lot of hard work and dedication to make it happen, it takes a lot more time than it can take to anyone who is in an environment where that specific language is spoken. Some of us believe that they can’t learn to speak English naturally in Somalia but that is something untrue.
The coming chapters will equip you all you need to do in order to speak English automatically just as you do in Somali language. Make sure you follow them and I assure you they will save sometime for you and you will see yourself speaking better English in no time, it is a proven method used by me and some of my friends who also speak English just like native speakers therefore all you need to do is to implement them on a regular basis and follow one step at a time. As Vince Delmonte (an entrepreneur) and successful author says FOCUS stands for “focus one course until successful” and I love that. You don’t need to do a lot of things at one time; they call this “multitasking”. Some people might see multitasking as a strength but it is obvious that you can do a task better when you do it alone and it becomes easy for you to complete that task in a short period of time.
The way the chapters are sequenced in this book is exactly the way I followed to be able to speak English fluently. Each chapter is placed in its position carefully by basing them on how the writer implemented them in his journey of learning to master spoken English.
If you follow this step by step guidance of mastering spoken English, I guarantee that you will end up speaking English automatically, the words will come out of your mouth instantly and you will wonder how everything will come together perfectly.
If you have learned English for years and you still can’t speak fluently, this book is your go to book and it will save you plenty of time by allowing you to speak English in a short period of time.
Many students have asked me; what is the best to way to master spoken English? My answer is this quote by F.J Noonan, a language teacher, and he said while giving advice on how to improve spoken English,  “I suggest that you will acquire language best when you study in such a way that you 1) listen to large amounts of comprehensible input, 2) have opportunities to use the target language to communicate with others, and 3) support your learning with some grammatical learning (focused on making input comprehensible and developing awareness) (Noonan). The book will revolve around these three, yet vital strategies. Chapter one focus on the third tip which is learning grammar to comprehend and create awareness and we will discuss the other techniques in later chapters.
Therefore, follow the steps as they are listed in the chapters respectively and I am sure you will get most out of them.

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

Despite current demographic imperatives, little is known about how teachers understand, construct, and enact their professional identities in relation to teaching English learners (ELs). This article, an empirical review of the literature on teacher identity and ELs, examines how teacher identity has been investigated among educators working in English-dominant teaching contexts. Findings suggest that the literature has largely focused on three main facets of teacher identity: characteristics of teacher identity, factors contributing to teacher identity development, and contextual influences on teacher identity. Implications for promoting the development of a linguistically responsive teacher identity in education include the diversification of the teacher workforce, the incorporation of reflective practice among education practitioners, and fostering professional identity development for teachers of ELs.

The conjoining of Indiana state and federal accountability plans during the No Child Left Behind (NCLB) flexibility waiver (2012-2015) was an attempt at one combined system to furnish information in a simple and transparent manner, while obscuring the performances of English learner’s (EL) English progress and EL reclassification. We identify how school grades are impacted by English learning progress and reclassification relative to district’s demographic profiles. Findings suggest that English learning progress significantly impacts school grades, but most sanctions are placed on achievement and EL reclassification, sending incomplete and incoherent signals to Indiana schools. Implications related to educational decentralization throughout the globe and the Every Student Succeeds Act (ESSA) are discussed.

The number of immigrant English learners attending schools in new destinations across the US is rapidly increasing. We draw on the sociological scholarship on ΓC£contexts of receptionΓC¥ and scholarship on sociocultural approaches to policy to examine the educational contexts faced by immigrant English learners in new destination communities and how these contexts shape their educational experiences. Using data from qualitative case studies of rural school districts in Wisconsin, we examined local discourses surrounding new immigrant populations, and how they shaped the ways in which local educators interpreted and enacted educational policies on the ground. We argue that policy implementation is influenced by local understandings of immigrant English learners and their educational needs, such that potentially inclusive educational policies become assimilative in practice.

This report describes ideas and lessons learned from leaders who developed state education agency guidance manuals for identifying, assessing and referring English learners (ELs) to special education. To ensure that students are receiving optimal instruction, appropriate interventions, and assessments, state, district, and school leaders need to develop or improve the systematic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and appropriate professional learning on their use) is a means to do so. This report presents findings from telephone interviews conducted with the authors of six state manuals, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development. The report concludes with implications for state and local leaders.

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences in their attitudes. ELs reported lower selfefficacy for using morphological analysis, contextual analysis, and help-seeking than native speakers, but no difference in using dictionaries.