Academic literature on the topic 'California Teacher of English Learners Examination'
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Journal articles on the topic "California Teacher of English Learners Examination"
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Johnson, Tammy, and Lorra Wells. "English language learner teacher effectiveness and the Common Core." education policy analysis archives 25 (March 20, 2017): 23. http://dx.doi.org/10.14507/epaa.25.2395.
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Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis outlines the current problem, which includes the complexity of the CCSS, the achievement gap between ELLs and their peers, and ill-equipped teachers. In addition, present-day efforts to alleviate such difficulties like the revised World Language: English Language Development credential and multicultural training are outlined. Based on our review, we recommend targeted policy changes, which include preservice teachers’ participation in extensive fieldwork with ELLs, in-service teachers’ comprehensive professional development connected to practice, as well as a systematic evaluation process to measure ELL teacher effectiveness.
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Carless, David R. "A contextualised examination of target language use in the primary school foreign language classroom." Australian Review of Applied Linguistics 27, no. 1 (January 1, 2004): 104–19. http://dx.doi.org/10.1075/aral.27.1.08car.
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Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.
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Zeng, Simin. "A critical examination of EFL learners’ difficulties in speaking: towards an effective and applicable pedagogy." Journal of Educational Research and Reviews 8, no. 10 (December 7, 2020): 170–78. http://dx.doi.org/10.33495/jerr_v8i10.20.192.
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This article seeks to find out Chinese EFL learners’ difficulties in speaking. It is of significance because an understanding of their common problems serves as a window into learners' instructional needs and provides opportunities for teachers to plan tailored instruction subsequently. Three students enrolled in English listening and speaking course in a university in southern China participated in out-of-class extra practices for in-depth study. They were given seven monologic speaking tasks adapted from TOEFL. After the completion of each task, students were prompted to provide detailed reflections on the problems that they experienced when planning and producing speech and what kind of teacher interventions they considered necessary and helpful. The analysis of their written self-reflections provided evidence that learners mainly encountered three types of difficulties in speaking: 1) ideas (what to say); 2) language (how to say); and 3) delivery (how to say it well). The results also shed light on what kind of instructional support in terms of speaking development would be necessary. Accounts from students revealed that the following types of teacher assistance, a) prompting questions to help them gather ideas; b) key words that help them express their ideas; and c) cohesive devices that help them develop their ideas fully and effectively. The teachers’ assistance can help the students perform better in the tasks at hand and move them forward in their zone of proximal development. This article has generated useful insights into college English learners’ speaking abilities and learning needs. Its major contribution lies in how it informs a coherent and effective pedagogy in English speaking.
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Achiri-Taboh, Blasius, and Rodrick Lando. "English in Cameroon: Issues of Teacher Language Proficiency." International Journal of English Language Teaching 4, no. 1 (January 25, 2017): 20. http://dx.doi.org/10.5430/ijelt.v4n1p20.
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Over the last three decades, the standards of English in Cameroon as well as the performance of students in theEnglish language at the General Certificate of Education (GCE) examination have been on a steady decline. Whilemany Cameroonians keep making their way into the English language teaching industry as a result of the rapidexpansion of English as a global lingua franca, the quality of language input administered to learners seems to leavemuch to desire. Thus, although a number of studies have attributed the continuous downward spiralling of standardsto a variety of reasons, this study set out to investigate the extent to which teachers of English as a second language(ESL) in Cameroon master the language they teach, as a demonstration that the teacher is one of the major problemsto be addressed. Our main objectives were to test teachers’ language skills. Employing the Homogeneous PurposiveSampling Technique, a total of 40 ESL teachers in Tiko and Buea Sub-divisions of the South West Region ofCameroon were investigated using questionnaires and interviews. Of the 40, 36 showed difficulties with spelling, 33with punctuation, 30 with pronunciation, 28 with capitalization, 27 with sentence construction, and five withagreement.
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Fitria, Tira Nur. "Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)." JET ADI BUANA 5, no. 01 (April 30, 2020): 55–66. http://dx.doi.org/10.36456/jet.v5.n01.2020.2276.
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This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.
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OLIVEIRA, Luciana C. DE. "A Systemic-Functional Analysis of English Language Learners' Writing." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 1 (June 2015): 207–37. http://dx.doi.org/10.1590/0102-4450364601799092306.
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This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.
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Gao, Chuan, and Hui-zhong Shen. "Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context." ReCALL 33, no. 1 (June 11, 2020): 88–105. http://dx.doi.org/10.1017/s0958344020000142.
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AbstractThis article reports on findings regarding the learning strategies used by a group of Chinese English as a foreign language (EFL) learners in a mobile-technology-assisted environment. The research design is a context-specific case study using Dörnyei’s (2005) categories of learning strategies as the conceptual and analytical framework to guide data collection and analysis. Both quantitative and qualitative data were collected through a questionnaire from a sample of 75 Chinese EFL learners and a small-scale follow-up interview of five participants who completed the questionnaire. Data showed that a mobile-technology-assisted environment effected changes in Chinese EFL learners’ ways of adopting a particular set of learning strategies, which differed in type and frequency from those typical of a teacher-led and examination-oriented language classroom. Metacognitive and commitment control strategies were most frequently used by the respondents in this study. The frequency of student use of metacognitive strategies moved ahead of commitment and environmental control strategies. Satiation and emotion control strategies, rarely used by Chinese students in a teacher-fronted language classroom, were also observable. These findings have implications for the understanding and designing of mobile-technology-assisted learning for EFL learners to develop appropriate strategies for autonomous learning.
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Wu, Hsiao-ping, and Myriam Jimena Guerra. "Examination of Pre-service Teacher’s Training through Tutoring Approach." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 1. http://dx.doi.org/10.11114/jets.v5i2.2082.
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Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers’ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.
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Markova, Ivana. "Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development." Journal of Early Childhood Research 15, no. 4 (January 15, 2016): 339–58. http://dx.doi.org/10.1177/1476718x15609390.
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This research compared the relative impact of different preschool activities on the development of bilingual students’ English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/percentages, mean values, and standard deviations). In addition, children’s observed scores were also analyzed by normative scales using standardized z-scores. The findings of this study indicated that bilingual children engaged and interacted significantly more during free-play (non-academic) preschool classroom activities than during teacher-structured (academic) activities. Specific free-play activities enabling optimal engagement and second language acquisition were pretend play, free play, and monkey bars. The study’s major implication is that free-play (non-academic) activities may be much more helpful in developing bilingual preschoolers’ English-language skills than teacher-structured (academic) activities. Free-play activities are an affordance for making language available, which helps with building academic skills and cultural capital. This study proves that free-play activities are an affordance for language learning because bilingual children have shown dramatically greater engagement in non-academic activities (vs academic activities). The importance of free-play activities may extend beyond preschool classrooms (e.g. greater English-language development in early preschool may subsequently positively impact student performance in kindergarten). Thus, unstructured, social-based activities should be implemented for bilingual students in K-12 classrooms. Free-play (i.e. non-academic) activities should be implemented in preschool.
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Reza Kiany, G., and M. Khezri Nejad. "On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions." ITL - International Journal of Applied Linguistics 133-134 (January 1, 2001): 227–39. http://dx.doi.org/10.1075/itl.133-134.03kia.
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Abstract The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability? The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words. The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.
Dissertations / Theses on the topic "California Teacher of English Learners Examination"
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Ahumada-Penaloza, Sandra Magdalena. "Teacher attitudes and the reading achievement of English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2327.
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English language learners need teachers who are knowledgeable about the children they are teaching and they must be willing to learn more about their students' cultures, backgrounds and languages in order to make their educational experience meaningful.
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Hunter, Tawanda Blackshear. "An Examination of School Culture and English Language Learner Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1708.
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English Language Learners (ELLs) do not achieve sufficiently on standardized tests, as required by federal law. Fourth grade ELLs at a suburban elementary school in the Southern United States experienced similar problems in the failure rate on the state standardized test. Still, this school outperformed several of the schools in the same area of the county. In this sequential, explanatory study, teacher and administrator perceptions of school culture and its impact on the achievement of ELLs in a Southern elementary school were examined. Vygotsky's cultural-historical theory provided the theoretical framework to ground this study, as culture within a school could influence student achievement. At the study site, 26 elementary teachers voluntarily responded to the electronic School Culture Survey during the quantitative phase. Analysis of these surveys yielded means, produced factor scores, and identified discrepant areas. Two administrators, five 4th grade teachers, and four ELL teachers were invited and were interviewed to collect and analyze data in the qualitative phase. The thematic coding of the data identified teacher collaboration, collaborative leadership and perceptions of school culture as deficient in the school. The subsequent project, a position paper based on the findings, informed school leadership of the results and potential benefits a regional examination of school culture could provide. Improving school culture can allow teachers and administrators to better serve an underachieving student population; an improved culture could consequently contribute to positive social change for these ELLs.
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Sapien-Melchor, Rebecca Ruth. "Secondary special education teachers of Hispanic students with mild to moderate learning disabilities who are English language learners : their sense of efficacy and staff development needs." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/541.
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Research indicates that a teacher's sense of efficacy or capacity to teach directly affects student-teacher interaction and student achievement. Recent demographic changes affecting California public schools require educators to rethink teacher training to meet linguistic, cultural, and academic needs of an increasingly diverse population, especially teachers who directly instruct Hispanic students with mild to moderate learning disabilities who are English language learners. This study examines and analyzes the sense of efficacy of secondary special education teachers of the study population and determines their staff development needs. Thirty-six Sweetwater Union High School District Special Day Class and Resource Specialist teachers participated in the study. They completed demograpihc, teacher efficacy, and staff development questionnaires, which investigated these needs in three areas: (a) pedagogy, (b) crosscultural awareness, and (c) language acquisition. Vll Eleven ofthe 36 teachers participated in a structured interview. Traditional quantitative and qualitative methods of analysis were used. For each questionnaire item, descriptive statistics, including means, standard deviations, and frequencies were calculated. The qualitative data analysis, QSR NUD.IST (Non-numerical Unstructured Indexing Data) program was used for final analysis of interview transcripts. Respondents of the Teacher Efficacy Questionnaire reported a high sense of efficacy with little variance across questionnaire items regarding personal and professional efficacy. Teachers reported a high sense of efficacy on pedagogy, crosscultural awareness, and language acquisition. Respondents also reported satisfactory preparation in awareness, knowledge, and application level training in pedagogy, crosscultural awareness, and language acquisition provided by the local district. Classroom technical assistance and collaboration received poor ratings. Correlation results between teacher efficacy and staff development revealed no significant relationship. Teacher interviews revealed that current staff development practices seem unconnected to daily classroom practice. Recommended for future investigation is a research-based staff development program which focuses on narrowing the achievement and equity gaps for these students.
Books on the topic "California Teacher of English Learners Examination"
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CTEL exam practice questions: CTEL practice tests & review for the California Teacher of English Learners examination. Mometrix Media LLC, 2016.
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Ctel California Teachers Of English Learners Practice Test 1. Xam Online.com, 2011.
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Ctel California Teachers Of English Learners Teacher Certification Exam. Xam Online.com, 2010.
Find full textBook chapters on the topic "California Teacher of English Learners Examination"
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Estes, Judi Simmons. "Meeting the Needs of Young English Language Learners." In Advances in Early Childhood and K-12 Education, 146–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch008.
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From the fall of 2003 to the fall of 2013, the number of Hispanic students in K-12 schools increased from 19 percent to 25 percent; in addition, the percentage of English language learners (ELLs) in U.S. public schools was 9.4 percent during the 2014-2015 school year, ranging from 1.0 percent in West Virginia to 22.4 percent in California (NCES, 2016). General education teachers are increasingly likely to have ELL students in their classrooms, yet a majority of classroom teachers have little to no training in working with English language learners (NCES, 2011). This chapter provides a discussion of the role of language in learning, the needs of English language learners and their families, as well as the role of teacher preparation programs in preparing pre-service teachers to work with culturally and linguistically diverse young children.
Reports on the topic "California Teacher of English Learners Examination"
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.