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Добірка наукової літератури з теми "ESL learner"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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Статті в журналах з теми "ESL learner"

Prihantoro, Satrio, Rahma Widyana, and Ezra Putranda Setiawan. "LEARNER MOTIVATION IN ESL LEARNING STRATEGIES AND GENDER ROLE." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (2018): 1–10. http://dx.doi.org/10.24071/llt.v21i1.825.

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AbstractLanguage learning strategy is one of the main factors that help determine how well our students learn a second or foreign language (Oxford, 2003). Research has shown that more effective language learners use more and better learning strategies than poorer language learners (Rubin, 1975; Stern, 1975). This research investigates the difference in ESL learning strategies used by students with different levels of ESL learner motivation and how gender plays a role in both. Strategy Inventory of Language Learning (SILL; Oxford, 1990) and English Language Learner Motivation Scale (ELLMS; Arda

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Hossain, Kazi Imran, Md Kawser Ahmed, and Md Sabid Mahmud. "A Comprehensive Review on the Impact of Teacher Feedback in Language Development for ESL/EFL Learners." IUBAT Review 7, no. 1 (2024): 218–29. http://dx.doi.org/10.3329/iubatr.v7i1.74421.

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This comprehensive review investigates the multifaceted impact of teacher feedback on English as a Second/Foreign Language (ESL/EFL) learners' language development. The paper examines feedback modalities, including written, verbal, and technological approaches, and recommends a multimodal strategy to accommodate diverse learner preferences. The challenges in providing feedback, such as balancing corrective and affirming feedback and individualising responses in large classes, are discussed. Future recommendations include using technology to provide scalable and personalised feedback, encouragi

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Sarkawi, Suhana, Shanina Sharatol Ahmad Shah, Fatiha Senom, and Azmawaty Mohamad Nor. "TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY." Journal of Nusantara Studies (JONUS) 4, no. 2 (2019): 282–301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301.

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This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descripti

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Ramalingam, Sangeeth, Melor Md Yunus, and Harwati Hashim. "Exploring ESL Students' Qualitative Insights on Learner-to-Learner Interaction in Blended Environment." 15TH GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES ON 14 - 15 SEPTEMBER 2023, NOVOTEL BANGKOK PLATINUM PRATUNAM, THAILAND 15, no. 1 (2023): 114. http://dx.doi.org/10.35609/gcbssproceeding.2023.1(114).

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Sustainable Development Goal 4 aims to achieve good quality education and in order to achieve SDG 4, it is very crucial for English as Second Language tertiary learners to have strong English language competency. Verbal communication ability is highly related to English language competency. Learners must possess effective verbal communication skills in order to acquire good employment and carry out their job duties effectively at workplaces (Sathiyaperba et al., 2021). However, lack of verbal communication particularly less interaction between the learners has become a grave concern (Fariza Pu

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Ali, Aziza M., and Abu Bakar Razali. "A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners." English Language Teaching 12, no. 6 (2019): 94. http://dx.doi.org/10.5539/elt.v12n6p94.

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Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review o

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Shurovi, Marzia, Mohamad Fadhili Yahaya, Hafizah Hajimia, and Md Kamrul Hasan. "A Systematic Literature Review of ESL/EFL Learning Strategies and Learner Motivation." International Journal of Learning, Teaching and Educational Research 24, no. 1 (2025): 252–77. https://doi.org/10.26803/ijlter.24.1.13.

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While language learning strategies of English as a second language or English as a foreign language learners were reportedly linked to learners’ motivational beliefs by many theorists and researchers, systematic reviews of how language learning strategies were studied in association with learner motivation in the previous decades were scarce. Therefore, this review paper analysed research trends in language learning strategies in relation to learner motivation from 1960 to 2023. Employing a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Protocol, this paper selecte

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Modeer Ismail, Dr Aiman Yousif. "Writing challenges." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 1 (2025): 195–207. https://doi.org/10.62225/2583049x.2025.5.1.3638.

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Writing Skill is one of the four Pillars that design and construct the root base of language learning and acquisition, through time, ESL learners neglect to follow the right bath towards achieving writing well. Also, according to life pressures instructors' individual differences follow old procedures and methodologies to deliver the information, moreover recent courses designed to spread knowledge slightly not deeply. Writing requires a systematic, multi-step approach tailored to each individual ESL learner. The first crucial step is to assess the ESL learner's current level of proficiency an

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Begum, Jahanara. "LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES." International Journal of Language Education 1, no. 1 (2019): 12. http://dx.doi.org/10.26858/ijole.v1i1.6397.

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Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teach

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Gries, Stefan Th, and Sandra C. Deshors. "EFL and/vs. ESL?" International Journal of Learner Corpus Research 1, no. 1 (2015): 130–59. http://dx.doi.org/10.1075/ijlcr.1.1.05gri.

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The study of learner language and that of indigenized varieties are growing areas of English-language corpus-linguistic research, which are shaped by two current trends: First, the recognition that more rigorous methodological approaches are urgently needed (with few exceptions, existing work is based on over-/under-use frequency counts that fail to unveil complex non-native linguistic patterns); second, the collective effort to bridge an existing “paradigm gap” (Sridhar & Sridhar 1986) between EFL and ESL research. This paper contributes to these developments by offering a multifactorial

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Tahir, Arslan, and Adnan Tahir. "AI-driven Advancements in ESL Learner Autonomy: Investigating Student Attitudes Towards Virtual Assistant Usability." Linguistic Forum - A Journal of Linguistics 5, no. 2 (2025): 50–56. https://doi.org/10.5281/zenodo.14776953.

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This research examines the impact of advanced machine learning-powered Virtual Assistants on promoting learner autonomy in English as a Second Language (ESL) education. It aims to assess the usability of Virtual Assistants like Alexa and uncover the challenges and opportunities associated with their integration into ESL learning environments. Employing a mixed-methods approach, this study evaluates the effectiveness of AI in enhancing ESL learner autonomy at the school level and compares AI-based learning with traditional classroom methods for ESL students aged 10 to 18. Data collection method

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Дисертації з теми "ESL learner"

Wilkins, Stephen. "Educators' Perceptions of a Successful English Language Learner Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4113.

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Across the nation, many school districts are challenged to improve the academic achievement of English language learners (ELLs). In a small district in Ohio approximately 86% of the ELLs passed the state Annual Measurable Objectives in reading and mathematics, however, 14% of ELL students are not meeting targeted objectives. The purpose of this study was to examine the pedagogical success of an ELL instructional program through the perspectives of the teachers, principals, and administrators in the local district. Using Rose's and Meyer's theory of the universal design for learning and the sta

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Nasir, Nora. "ESL learner difficulties in the Malaysian literature classroom." Thesis, University of Strathclyde, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288554.

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Waterhouse, Monica. "Taboo language and the ESL learner: An ethnographic study." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/27077.

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Taboo language (essentially 'bad' language) is a fixture of many aspects of contemporary English communication. Yet frank discussions regarding this topic are typically absent from ESL (English Second Language) classrooms. This ethnographic study, guided by a conceptual framework layering Bourdieu's Theory of Practice with insights from a multiple literacies perspective, seeks to understand something of the complex interplay of ESL learner/user identities and power relationships they experience as they relate to English taboo language. Findings indicate that taboo language literacy practices a

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Wiggins, Haley Lynn. "A Learner-Centered and Participtory Approach to Teaching Community Adult ESL." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd588.pdf.

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Bitchener, John. "The negotiation of meaning by advanced ESL learners: the effects of individual learner factors and task type." Thesis, University of Auckland, 1999. http://hdl.handle.net/2292/1100.

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During the last two decades, SLA researchers have given much attention to investigating the role that negotiated interaction plays in second language learning. Empirical research has demonstrated that the negotiation of meaning that occurs when communication difficulties arise may provide learners with opportunities to receive comprehensible input, provide feedback on form and meaning, and assist them in their production of modified output. While the short-term and long-term effects of negotiation on SLA are currently being examined, there is considerable evidence to suggest that the negotiati

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Zulkepli, Noraini. "An investigation into English as a Second Language (ESL) learner participation in language learning opportunities : a social view." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3705.

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Learner participation in language learning opportunities has been configured differently by different learning theories. In the domain of Second Language Acquisition (SLA), the cognitive view of learning has been dominant in explaining learner participation. It has been widely accepted that it should be in the form of participation in oral activities which leads to gains in linguistic competence. The aim of this thesis is to understand the issue of learner participation from the social perspective, where a broader understanding of learning will be employed informed by the work of Lave and Weng

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Reed, Rachel Elizabeth Roozen Kevin Roger. "Re-envisioning the giants a longitudinal case study of one ESL learner /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1644.

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Shamim, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397452.

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Shamin, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Thesis, University of Leeds, 1993. http://etheses.whiterose.ac.uk/495/.

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The thesis presents a descriptive-interpretive account of teacher-learner behaviour and classroom processes in large ESL classes in Pakistan. The fieldwork for the study was done in 6 secondary schools in Karachi, Pakistan; a total of 232 classes of varying size were observed; furthermore, 20 teachers and 21 groups of learners from the same classes were interviewed. The major findings of the study are as follows: 1) Numbers seem to be necessary but not sufficient for defining class size. Other factors which influence participants' perceptions of class size include participants' previous experi

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Kim, Heekyoung. "The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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Книги з теми "ESL learner"

Glayol, Ekbatani, and Pierson Herbert D. 1941-, eds. Learner-directed assessment in ESL. Lawrence Erlbaum Associates, 2000.

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National Clearinghouse for ESL Literacy Education., ed. Adult ESL learner assessment: Purposes and tools. National Clearinghouse for ESL Literacy Education, 1995.

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MacFarquhar, Peter. ESL learner dictionaries: A study of definition difficulty. Department of English as a Second Language, University o f Hawaii at Manoa, 1985.

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Cohen, Sarabel Kass. Contemporary social issues: Authentic readings for the ESL learner. University of Michigan Press, 1997.

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Pawlikowska-Smith, Grazyna. SAM summative assessment manual for teachers: ESL learner benchmark achievement report tools. Centre Canadian Language Benchmarks, 2004.

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Pawlikowska-Smith, Grazyna. SAM,summative assessment manual for teachers: ESL learner benchmark achievement report tools. Centre for Canadian Language Benchmarks, 2004.

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Lang, Yong. English grammar and the Chinese ESL learner: A longitudinal study on the acquisition of the English article system. Cambria Press, 2010.

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National Clearinghouse for ESL Literacy Education., ed. Improving ESL learners' writing skills. National Clearinghouse for ESL Literacy Education, 1997.

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Swick, Edward. Writing better English for ESL learners. 2nd ed. McGraw-Hill, 2009.

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Chan, Mable, and Alessandro G. Benati, eds. Challenges Encountered by Chinese ESL Learners. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5332-2.

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Частини книг з теми "ESL learner"

Yoshitomi, Asako. "The use of multi-word units in learner language narratives: Are there qualitative and/or quantitative differences between Japanese ESL learners and EFL learners?" In Developmental and Crosslinguistic Perspectives in Learner Corpus Research. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tufs.4.23yos.

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Khurram, Bushra Ahmed. "Promoting Learner Engagement in a Large University-Level ESL Class in Pakistan." In International Perspectives on Teaching English in Difficult Circumstances. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-53104-9_4.

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Hundt, Marianne, and Katrin Vogel. "Overuse of the progressive in ESL and learner Englishes – fact or fiction?" In Studies in Corpus Linguistics. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.44.08vog.

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Mohamed, Naashia. "Tracking the Writing Development of One ESL Learner in the Maldives EMI Context." In Re-envisioning English-Medium Instruction in K-12 Schools. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83002-0_4.

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Chan, Alice Yin Wa. "Learner Problems in the Acquisition of English Phonology I: Speech Production." In The Acquisition of English Grammar and Phonology by Cantonese ESL Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003252498-7.

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Chan, Alice Yin Wa. "Learner Problems in the Acquisition of English Phonology II: Speech Perception." In The Acquisition of English Grammar and Phonology by Cantonese ESL Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003252498-8.

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Chan, Alice Yin Wa. "Learner Problems in the Acquisition of English Grammar III: Other Errors." In The Acquisition of English Grammar and Phonology by Cantonese ESL Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003252498-6.

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Chan, Alice Yin Wa. "Learner Problems in the Acquisition of English Grammar I: Interlingual Errors." In The Acquisition of English Grammar and Phonology by Cantonese ESL Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003252498-4.

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Chan, Alice Yin Wa. "Learner Problems in the Acquisition of English Grammar II: English Article Errors." In The Acquisition of English Grammar and Phonology by Cantonese ESL Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003252498-5.

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Simard, Daphnée, and Michael Zuniga. "Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.55.13sim.

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Тези доповідей конференцій з теми "ESL learner"

Kumar, M. Vinoth, Subuhi Kashif Ansari, Deepak Gupta, P. Kavitha, G. M. Prem Kumar, and B. Kiran Bala. "Natural Language Processing for Sentiment Analysis in ESL Writing: Understanding Emotional Tone in Learner Essays." In 2025 Fifth International Conference on Advances in Electrical, Computing, Communication and Sustainable Technologies (ICAECT). IEEE, 2025. https://doi.org/10.1109/icaect63952.2025.10958938.

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Valente, Federico, and Francesco Spilabotte. "TESOL: CAN DOGME ELT LEAD ITALIAN HIGH SCHOOL STUDENTS TO DEVELOP SPEAKING SKILLS AND FLUENCY IN EFL LEARNING?" In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/s11.29.

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The purpose of this paper is to discover whether Dogme ELT can efficiently lead Italian high school EFL students to develop oral fluency within the classroom, in particular if this approach is valid for General English (GE) adult intermediate classes in Italian private and state institutions. The stimulus for this research comes from the reading of academic articles on effective strategies in order to develop speaking skills and fluency in EFL learning which have been analyzed before undertaking this study in order to have a broader view of this topic. The literature review describes in detail

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Petraru, Ana-Magdalena. "PHILOSOPHICAL PSYCHOTHERAPY AND COUNSELING IN THE MEDICAL ENGLISH CLASSROOM." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s06/36.

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The teacher of English as a foreign/ second language (EFL, ESL), in general and the one for specific purposes (ESP), in particular needs to bring specialty knowledge to the classroom to adjust to the requirements of the students� specialism. Alongside comes the (cap)ability to pass on language skills to learners and sensitize them in matters of intercultural communication. In this sense, Medical English classes (mainly addressed to students in General Medicine but also fitting Nursing and Nutrition ones) could particularly benefit from practical philosophy. Therefore, we draw on Lou Marinoff�s

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Li, Guanlin, Yuki Arase, and Noel Crespi. "Aligning Sentence Simplification with ESL Learner’s Proficiency for Language Acquisition." In Proceedings of the 2025 Conference of the Nations of the Americas Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers). Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.naacl-long.21.

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Zablotskaya, O. "LEARNER-CENTERED ASSESSMENT IN THE ESL MASTER-LEVEL COURSE." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.036.

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Ekanayake, K. K. T. N., and P. A. C. Dineeka. "Students’ Positioning in the Classroom: A Case of Undergraduates Learning English as a Second Language in Sri Lanka." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/icwk8220.

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This study investigates the impact of positioning of ESL learners in learning English using first year undergraduates at University of Kelaniya. The Positioning Theory introduced by Davies and Harré (1990) provides the basis for the study. This study focuses on investigating how second language learners position themselves in framing the identities when interacting with their teacher and classmates, and the impact of using different seating arrangements (as a type of positioning) in providing language learning opportunities. Participants of this study were 2 lecturers of English and 35 first

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Kalizhanova, Anna, Bayan Ibrayeva, and Margarita Ishmuratova. "Participation in International Telecommunication Projects for Intercultural Communication and Creating an English Authentic Environment Development." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7902.

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This article describes the experience of participation in one international telecommunication project My City and Me, conducted by the U.S. International Education and Resource Network (iEARN) that united 26,000 teachers, around 2,000,000 students from 140 countries for working on 3,000 projects in 30 different languages. The Project resulted in fostering ESL learner’ awareness of intercultural communication. Moreover, the Project participants learned how to choose the right technologies and software and create an authentic English environment.

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Wickramaarachchi, Thilina. "The Bilingual and Biliteracy Experiences of an Adult ESL Learner: A Case Study." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2168371.

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Ekanayake, E. M. P. E., and D. M. M. S. Dissanayake. "Professional Identities of English as a Second Language (ESL) Teachers in State and Non-State Higher Education Institutes: A Comparative Analysis." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/cioe6462.

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Since teacher professional identity offers valuable insights into teaching as it is practiced in actual classroom contexts, research on this topic has been gathering more and more attention over the years. However, despite its significance, there have been very few studies on teacher professional identities of ESL teachers from state and non-state higher education institutes. Thus, this study aims to identify identities that constitute the professional identity of ESL teachers and to compare the similarities and differences of the professional identity of ESL teachers in the Sri Lankan higher

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Xiao, Gengqi. "(Re)Constructing “Local” as Language Model: Raciolinguistic Ideologies and Learner Investment in an Online Adult ESL Class." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2105369.

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Звіти організацій з теми "ESL learner"

Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear

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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-

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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6650.

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Armas, Elvira, Magaly Lavadenz, and Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.

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California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, includi

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these

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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication li

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Kanda, Kosuke. Effects of the First Language on Japanese ESL Learners' Answers to Negative Questions. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1703.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS

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