As the United States' English Language Learner (ELL) population grows, so does the need to understand how literacy instruction truly unfolds in classrooms, especially in under-resourced and rapidly changing communities. This timely publication presents findings from three interconnected studies that explore instructional quality, professional development, and the impact of COVID-19 on ELL education across rural and urban districts in Indiana.
Drawing on over 150 hours of classroom video and grounded in social constructivism, translanguaging pedagogy and Purdue English Language Development (ELD) Framework, the research offers rare, granular insights into what works, and what doesn't, for ELLs in elementary settings. From quantifying literacy practices to evaluating year-long professional development programs and analyzing pandemic-era adaptations, this book delivers actionable strategies for educators, researchers, and policymakers.
With a focus on Indiana as a lens into national challenges, English Learner Literacy in Elementary Schools showcases new methods and frameworks for equitable, culturally responsive instruction. Whether in times of stability or crisis, it equips readers with the tools to support ELLs more effectively, wherever they teach.
During the past two decades, several changes have transformed core practices of teacher educators. One of the most salient changes pertains to dramatic shifts in school demographics. In practically every state in the United States, primary, elementary, middle, and high schools are experiencing expanding enrollments of...
Throughout the Global South, English functions as just one component of a broader linguistic landscape. Consequently, integrating it into curricula or instructional medium necessitates valuing the rich linguistic capital of educational stakeholders. This Special Issue offers a critical re-examination of English langu...
Lina Mukhopadhyay, Kuchah Kuchah, M. Ssentanda· ELT Journal· 0 citations
Today’s public schools represent greater student diversity than ever before in the history of the United States, yet pedagogical approaches as mandated by state education agencies and school districts superimpose mainstream curricula and instructional practices which ultimately disadvantage the academic outcomes of the...
Reading engagement is a key factor in children's literacy development, yet it often receives limited attention in classroom practice. Linguistically diverse learners may face added challenges when formal reading education and assessment focus only on the language(s) of schooling. Understanding reading engagement ac...
Charlie Robinson-Jones, Doaa Abdul Hussain, Jude Callaghan et al.· The Reading teacher· 0 citations
Although the National Common Curricular Base (BNCC) recognizes the importance of English as a lingua franca starting from the 6th grade of elementary education, renowned linguists advocate that foreign language learning should begin as early as two years of age. However, it is observed that most undergraduate programs...
Renata Miguel da Cruz, Cledja da Silva Melo, Joyce Rodrigues da Silva Magalhães· Revista de Estudos Interdisc...· 0 citations
High-quality professional learning for teachers and improved literacy outcomes for children are national priorities in Wales. Despite this, limited research has explored how teachers experience sustained professional learning focused on vocabulary instruction and how such experiences shape their self-efficacy and profe...
Suzanne Jabarian-Tabrizi· 0 citations
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