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Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential
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Younger-arriving ESL learners often come to high school ill prepared for the demands of English literature courses. Although they may have acquired the phonological and grammatical system ofEnglish with relative ease and developed a basic vocabulary, they lack the breadth and depth ofvocabulary and the related concepts that are necessary to engage with the abstract nature and cultural embeddedness of literature study. In probing behind this linguistic far;ade, we have been able to help our students make gains in the development of cognitive academic language proficiency as reflected in standardized achievement measures ofacademic writing. The acquisition of the cultural capital necessary for success in literature studies, however, is more problematic. New questions arise about student identity and cultural understandings that are central to the success of ESL learners in high school. Les etudiants en ALS qui arrivent a l'ecole secondaire alors qu'ils sont plus jeunes que leurs pairs sont souvent mal prepares face aux exigences des cours de litterature anglaise. Meme quand ils ont reussi relativementfacilement aacquerir les systemes phonologique et grammatical de l'anglais et a developper un voca-bulaire de base, il leur manque la precision et la richesse lexicales ainsi que les concepts connexes qui sont essentiels a l'etude abstraite et enracinee dans la culture qu'est celle de la litterature. En allant au-dela de cette far;ade linguistique, nous avons pu aider nos etudiants a faire des progres dans Ie developpement de leur competence langagiere sur les plans academique et cognitif, telle que refletee par les evaluations standardisees de rendement en redaction academique. Par contre, l'acquisition du capital culturel necessaire a la reussite des etudes litte-raires est plus critique etfait ressortir des questions sur l'identite des etudiants et la sensibilisation a la culture qui sous-tendent la reussite des apprenants en ALS a l'ecole secondaire.
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... As well, scholars have underlined the significant impact of culture on literacy learning in an L2 context. Many of these children receive little academic support at home as their parents have limited English language proficiency and familiarity with literacy practices in schools and the L2 culture (e.g., Roessingh & Kover, 2002). As a result, teachers encounter various challenges when teaching these children. ...
Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.
... In addition to adjusting to a foreign country, they have to contend with disparate linguistic and cultural experiences, both inside and outside of the classroom (Roessingh, 2008). As a result, teachers encounter numerous pedagogical challenges, not least because of their students' (and students' parents') limited English language proficiency, lack of or no literacy-learning experiences in their L1, and limited or no familiarity with Canadian culture (Roessingh & Kover, 2002). Thus, pedagogical practices that are informed by research and are sensitive to the needs of ELLs are essential for making writing instruction meaningful. ...
Writing is an important skill for children’s academic success (e.g., Fitts et al., 2016), underlining the need for effective ESL writing instruction in the elementary classroom (Brisk, 2012; Mohr, 2017; O’Hallaron, 2014). However, there is a paucity of research on elementary ESL writing instruction in Canada. Specifically, we have little understanding about the pedagogical practices in this context. To fill this gap, this paper reports on findings of a study that investigated: (a) factors that influence teacher preparedness, and (b) challenges teachers encounter in teaching ESL writing. Eight elementary teachers, each with at least three years of teaching experience, participated in the study. Data were collected from interviews and online surveys. Findings suggest that teacher preparedness was affected by four factors: (a) background knowledge of teaching ESL writing, (b) professional learning opportunities, (c) self-learning and experience as a teacher, and (d) collaboration, mentorship, and support for teachers. The challenges teachers encountered were grouped into five categories: (a) making sense of the writing curriculum, (b) finding relevant resources, (c) lack of time, (d) difficulty providing feedback, and (e) parental involvement at home. Drawing on these findings, the paper discusses implications and recommendations for ESL writing instruction in the elementary classroom.
... Those who arrived in Canada before age ten were particularly vulnerable to maldevelopment of self-concept, social disconnection and frustration. This finding was complementary to the existing research indicating that ELL learners who arrive at an early age are at risk of under-developing or losing their first languages, and often struggle to develop cognitive academic language proficiency in English (Roessingh, 2008;Roessingh & Kover, 2002). ...
This study examined the differential experience and educational outcomes among two English Language Learning (ELL) student cohorts, namely holders of a high school diploma and individuals who did not complete high school. Our analysis of 39 interviews with ELL respondents demonstrated that premigration experience; personal qualities; interactions at home, in school, and in the community; as well as peer influence, have shaped the differing experience and inequitable educational outcomes of ELL students. The findings brought attention to the areas of support for all ELL students, including quality classroom instruction, explicit and structured ELL education, supplementary academic and literacy programs, responsive psychosocial support, and access to positive mentors. Keywords: ELL students, educational experience, educational outcome Cette étude a examiné les différentes expériences et résultats scolaires de deux cohortes d'étudiants apprenant l'anglais (ELL), à savoir les titulaires d'un diplôme d'études secondaires et les personnes qui n'ont pas terminé leurs études secondaires. Notre analyse de 39 entretiens avec des répondants ELL a démontré que l'expérience antérieure à la migration, les qualités personnelles, les interactions à la maison, à l'école et dans la communauté, ainsi que l'influence des pairs, ont façonné l'expérience différente et les résultats scolaires inéquitables des étudiants ELL. Les résultats ont attiré l'attention sur les domaines de soutien pour tous les étudiants ELL, notamment un enseignement de qualité en classe, une éducation ELL explicite et structurée, des programmes académiques et d'alphabétisation supplémentaires, un soutien psychosocial adapté et l'accès à des mentors positifs. Mots clés : étudiants ELL, expérience éducative, résultats scolaires
... Orð sem tilheyra lagi 2 eru notuð þvert á ólík fraeðasvið eða námsgreinar og eru algengari í fraeðilegu ritmáli en talmáli (Beck o.fl., 2013;DiCerbo o.fl., 2014;Nagy og Townsend, 2012;Roessingh, 2016;Roessingh og Douglas, 2013;Roessingh og Kover, 2002;Roessingh o.fl., 2005). Orðin gegna ekki lykilhlutverki í fraeðilegum textum, heldur styðja þau umfjöllun um það viðfangsefni sem fraeðilegir textar fjalla um og eru ekki miðpunktur umfjöllunarinnar (Coxhead, 2000, bls. ...
Viðfangsefni þessarar rannsóknar er íslenskur námsorðaforði sem byggist á lagskiptingu orðaforða tungumálsins. Markmiðið var að móta lista yfir íslenskan námsorðaforða, orða í lagi 2 (LÍNO-2). Slíkur listi er mikilvægur því hann gefur upplýsingar um hvaða íslensk orð nemendur á mismunandi aldri þurfa að þekkja til að geta skilið, rætt og skrifað um það sem þau fást við í námi hverju sinni. Hér var því rannsakaður orðaforði tungumálsins en ekki orðaforði einstaklinga. Orð í lagi 1 eru hátíðniorð, algengustu orðin sem lærast í daglegum samskiptum. Í lagi 2 eru orð sem eru notuð þvert á námsgreinar og koma iðulega fyrir í fræðilegu ritmáli en síður í daglegu tali. Í lagi 3 eru sértæk og tæknileg íðorð sem hafa ákveðnar skilgreiningar innan fræðasviða og faggreina. Það eru einkum orð í lagi 2 sem kennurum hættir til að líta fram hjá í kennslu. Lítil þekking nemenda á þessum orðum er ein af meginástæðum þess að þeim gengur illa að skilja lesinn texta, sem síðan dregur úr námsárangri. Þessi rannsókn er hluti af stærra rannsóknarverkefni þar sem íslenskur námsorðaforði er meginviðfangsefnið. Sett var saman ný málheild (Málheild fyrir íslenskan námsorðaforða, MÍNO) með völdum samtímatextum Íslensku Risamálheildarinnar (RMH) og Markaðrar íslenskrar málheildar (MÍM), en þar á meðal er námsefni Menntamálastofnunar. Samtals telur MÍNO 31.680.235 lesmálsorð og eru allir textar frá þessari öld. Orðum sem koma fyrir 100 sinnum eða oftar í málheildinni er raðað eftir tíðni og telur heildarorðtíðnilistinn 10.314 orð (lemmur) sem tilheyra lagi 1, 2 og 3. Hinn nýi listi yfir íslenskan námsorðaforða (LÍNO-2) telur 2.294orð sem tilheyra lagi 2. Þessi listi yfir íslenskan námsorðaforða mun nýtast kennurum og nemendum hér á landi við að efla orðaforða nemenda, lesskilning og tjáningarfærni auk þess að vera framlag til áframhaldandi kennslu og rannsókna sem miða að því að halda lífi í íslenskum orðum með komandi kynslóðum.
... As well, scholars have underlined the significant impact of culture on literacy learning in an L2 context. Many of these children receive little academic support at home as their parents have limited English language proficiency and familiarity with literacy practices in schools and the L2 culture (e.g., Roessingh & Kover, 2002). As a result, teachers encounter various challenges when teaching these children. ...
Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.
... English language arts achievement of various age-on-arrival cohorts of English language learners (ELLs), Roessingh and her colleagues (Roessingh & Kover, 2002Roessingh, Kover, & Watt, 2005) found that older arrivals (aged 15 and older) outperformed younger arrivals (aged 12-14), and that the youngest arrivals (aged 6-11) had the most difficulties in developing cognitive academic language proficiency (CALP; Cummins, 1980Cummins, , 1996 despite their obtained native-like proficiency with the phonological features of English (Roessingh, 2008). These findings corroborate Cummins' linguistic developmental interdependence hypothesis, which claims that there is substantial transfer between L1 and L2 (Cummins, 1979). ...
In the midst of immigrant children’s prevalent subtractive bilingualism, this doctoral inquiry investigates multiple levels of supporting factors of Korean-Canadian children’s heritage language learning and the ways they support bilingual learning of these children, by looking at Grace Church, a multi-generational Korean ethnic church, as a case. This is an ethnographic study, which involves yearlong classroom observations and interviews with church leaders, teachers, parents, and children. Additional data sources include curriculum materials, children’s artifacts, Korean government documents and websites, as well as records of school meetings and school associations’ conferences. Employing Bourdieu’s theoretical and analytic tools, such as field, habitus, and capital (1991), this study also examines how the Korean and English languages are positioned at various levels within and beyond the church. Additionally, due to the shift made in my positionality from an observer to a participant observer, this study explores the outcomes of pedagogical changes guided by theoretical underpinnings, such as translanguaging (García, 2009), culturally relevant pedagogy (Ladson-Billings, 1994), funds of knowledge (Moll, 1992), and the third space (Gutiérrez, Baquedano-López, & Tejeda, 1999).
This study unveils that Grace Hangul hakgyo is a field in which the aims of the Korean government and Korean Canadian immigrants intersect vis-à-vis heritage language education. For the Korean government, it is ultimately a field for strengthening national resources and for the congregants of Grace Church, it is mainly for their heritage language and culture maintenance. In this study, the positions of Korean and English within Grace Church are revealed in the Korean and English ministries, which are closely linked to immigrant generations, and in the language use and socialization of children in the grade 3 and 4 focus class. The positions of Korean and English within Grace Church are unquestionably influenced by the status of those languages beyond the church, displaying the close relationship between language and identity at many levels of interacting fields. Finally, this study showcases how translanguaging, culturally relevant pedagogy, funds of knowledge can be utilized as a means for creating the third space in heritage language learning contexts, which is an underexamined area in the field of bilingual education.
... Understanding what other people say or write may seem like an effortless process carried out by humans, however, it is more complicated than it might seem, particularly when it comes to the learning of a second language. In this ISSN context, most young learners are already working from a disadvantaged position, where they not only view themselves as distinct from the language used in the text but they are often not equipped with a sound linguistic knowledge of that language (Roessingh & Kover, 2002). In the Malaysian context, teachers are often tied down by the lack of ICT resources that would allow them more freedom and creativity to explore a different approach to teaching and assessing in the English classrooms (Lim, 2013). ...
Learning a language, especially a second language, is not as straightforward as it seems. In fact, it is a complex process that involves several skills, which will lead to the ultimate goal of language comprehension and output. When learning a language, pupils need to understand what they have listened or read so that teachers can evaluate their comprehension level of the subject content. In order to ensure that pupils will be engaged during the assessment process, many new and different teaching strategies and methods that incorporate ICT elements have to be applied. In this modern age where rapid advancement in the field of Information and Communication Technology (ICT) is evident, this concept is especially relevant and crucial in the 21st-century classrooms today. The question is how can we move away from the traditional method of assessing language comprehension using exercise books and worksheets? These conventional methods of assessing language comprehension have decreased in popularity and slowly losing its ability in engaging pupils in the assessment process. Hence this paper was set to investigate how the innovation, SmartForms could increase the interest and engagement of pupils in the process of completing the language assessment tasks. In context, 50 Year-3 pupils from two primary schools in Melaka Tengah, Malacca and Kota Bharu, Kelantan, Malaysia had been selected to participate in the study carried out using this innovation during English lessons. Data for this action research was collected through the use of pre and post- perception questionnaire survey after pupils participated in the intervention carried out. Research findings revealed that this innovation increased pupils’ interest and engagement during the language assessment process. SmartForms has the potential to be used as an alternative tool to evaluate pupils’ comprehension skill of other academic and non-academic subjects.
International high school students who study in Canada face a number of critical transitions in their educational journey. This study examines two of the most critical transitions, namely transitioning from an overseas high school to a Canadian high school, and then from high school to a Canadian university. The challenges facing these students and their teachers can be overwhelming. This study examines: • socialization and settlement, • effective communication and language proficiency, • and mainstream course study. Additionally the student must pass a number of language-related hurdles that are part of the university admission process. International students are almost universally under pressure, both self-imposed and parentally imposed, to take a "fast track" toward their academic goals. ESL classes take on a significant role in the students transition because they must demonstrate English language proficiency to be admitted to a Canadian university. This study explores an ESL syllabus that is effective in facilitating the process of transition in a manner that also encourages student engagement and motivation. The primary goal of this proposed Transition-Focused (TF) ESL Syllabus concept, and the associated conceptual framework TF Syllabus construct is to assess the effectiveness of the Transition-Focused ESL Syllabus as applied to a specific international school (Toronto Central Academy) and similar schools. Transition-Focused (TF) ESL Syllabus in Transitional Education 3
Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.
Les apprenants de la langue anglaise, surtout ceux qui résident hors des grandes villes d'Amérique du Nord, sont intégrés dans des classes ordinaires, souvent sans soutien linguistique ciblé. L'enseignement centré sur la forme (ECF) est une approche de l'enseignement des langues dans laquelle l'attention de l'apprenant est centrée sur la forme de la langue au cours d'activités basées sur le sens. Bien que l’ECF se soit révélé bénéfique pour le développement de la précision linguistique dans divers contextes, son efficacité pour les élèves du secondaire dans les classes ordinaires n'a pas fait l’objet d’études expérimentales. Dans la présente étude, 18 participants inscrits à un cours d'études sociales du secondaire ont reçu un ECF relativement à deux structures linguistiques — passif et présent simple — pendant 10 à 15 heures sur une période de 15 semaines. Un plan de recherche en série chronologique a permis de comparer les résultats des élèves à trois prétests préalables à l'intervention avec leurs progrès à mi-parcours et immédiatement après l’intervention. À chaque séance de test, les élèves devaient effectuer six tâches linguistiques visant à mesurer la connaissance réceptive (tâches de jugement de la grammaire orale et écrite) et productive (tâches de production orale et écrite) des deux structures. La performance globale du groupe immédiatement après l'enseignement indique une amélioration limitée, des gains significatifs étant observés sur deux des mesures linguistiques seulement. Les résultats sont analysés au regard des défis que pose la prise en charge simultanée de la langue et du contenu.
The demographic profile of Alberta is changing rapidly. As the new millennium approaches, new patterns of immigration to Canada, and hence Alberta, are emerging and are forcing educators to rethink the goals of ESL instruction. The current wave of immigrants has expectations for academic success. Educational attention must be focused on programmatic responses that will ensure that ESL learners develop the level of English language proficiency necessary for academic success in high school and postsecondary study. Adjunct ESL instruction that complements the demands ofhigh school English literature courses can result in the development of English language proficiency, and in turn academic success for ESL learners.
As we begin the new millennium, it is clear that the classrooms of today are unlike those of the past. The most visible change has been the diversity now present in our high schools, reflected in the large numbers of students who are learning English as a second language. These students are in the process of developing English language proficiency at the same time as they are pursuing high school graduation requirements. School administrators can apply what is known about the process of developing English language proficiency when making decisions about deployment of staff and building their school timetable. When time, timing, and timetabling converge in a school plan that permits the development of English language proficiency while ESL students are in the mainstream, the success of ESL students can be greatly enhanced.
This paper presents evidence for three generalizations concerning the relationship between age, rate, and eventual attainment in second language acquisition: (1) Adults proceed through early stages of syntactic and morphological development faster than children (where time and exposure are held constant). (2) Older children acquire faster than younger children (again, in early stages of morphological and syntactic development where time and exposure are held constant). (3) Acquirers who begin natural exposure to second languages during childhood generally achieve higher second language proficiency than those beginning as adults. While recent research reports have claimed to be counter to the hypothesis that there is a critical period for language acquisition, the available literature is consistent with the three generalizations presented above.
Literacy concerns and issues are becoming increasingly important to English as a second language (ESL), Bilingual education (BE) practitioners, and teacher educators. The statistics may be familiar: More than 25% of the world's adult population cannot read or write (Modoux, 1990). Kozol (1985) asserts that more than one-third of the adults in the U.S. cannot read or write English at "survival level" (p. 4), while the U.S. Department of Education estimates that 20% of adult Americans are "functionally illiterate," and a further 34% are marginally literate (Literacy Volunteers of America, 1989). Preliterate and illiterate refugees continue to enter the U.S., joining the many members of indigenous minorities, such as Hispanics, Blacks, and Native Americans, who have an alarmingly high rate of illiteracy (Bureau of the Census, March, 1988). Of particular concern is that the majority of illiterate people, both in the U.S. and in the world, are generally poor, disadvantaged, and members of minority or displaced groups struggling to improve their situations (Modoux, 1990). The United Nations General Assembly, responding to a UNESCO initiative, proclaimed International Literacy Year to help focus attention on this area. Part of the discrepancy among the illiteracy statistics cited is due to differences in definitions, which range from the ability to encode and decode written symbols to the ability to interpret events and experiences in a social and political context. Recognizing the validity of multiple views of literacy is valuable in helping reveal how complex literacy is (Mercado, 1991). These varying definitions will be explored in the first part of this paper. Literacy is not necessarily beneficial in and of itself; many oral cultures function quite well with no writing system. In the U.S., some Native American cultures prefer that their languages not be written. The Cherokee do not believe that all their people should be able to read and write. The Amish do not believe there is a need for education beyond the 8th grade (Heath, 1986). On the other hand, in many parts of the world, literacy is seen as essential for improving one's social and economic situation. In the United States, literacy is viewed as an economic necessity: It "plays a major academic and social role in the formal school systems of North America. Thus, learning to read and write is perceived to be a major task for the student and a notable feature of acculturation into mainstream culture" (DeStefano, 1984, p. 157).