This document summarizes several presentations from an applied linguistics conference on reading materials and strategies for English language learners (ELLs). It includes an overview of the conference agenda, which featured three presentations on using culturally relevant reading materials, high interest materials, and the impact of reading aloud on pronunciation and comprehension. It then provides more detailed summaries of two individual presentations, one on the impact of intercultural literature on ELL reading comprehension and engagement, and another on selecting high interest reading materials in an ESL classroom.
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
This presentation outlines a framework for motivating language teachers developed by Dörnyei and Kubanyiova (2014) which highlights the concept of vision as a powerful motivational force for change and development. Vision-based strategies in the form of specific activities that can be used by teachers and teacher educators will be featured.
Three elementary ESL teachers explored ways to enhance their instruction of academic language in inclusion settings in primary grade language arts, social studies, and science classes. They will share the sources and ideas they used and will provide suggestions for supporting elementary ELs' growth in academic language.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
This presentation outlines a framework for motivating language teachers developed by Dörnyei and Kubanyiova (2014) which highlights the concept of vision as a powerful motivational force for change and development. Vision-based strategies in the form of specific activities that can be used by teachers and teacher educators will be featured.
Three elementary ESL teachers explored ways to enhance their instruction of academic language in inclusion settings in primary grade language arts, social studies, and science classes. They will share the sources and ideas they used and will provide suggestions for supporting elementary ELs' growth in academic language.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
ResearchED English & MFL, Oxford 1 April 2017 Session 2: It's Not Too LateDianne Murphy
We surveyed the extent of illiteracy at secondary school, touched on the reasons why poor reading persists over five years of secondary education, and demonstrated through research and case studies that it is not too late to effect remarkable change for all students.
Teachers’ Classroom Practice to develop students English Writing Skills at pr...Md. Mehadi Rahman
Objectives: The present qualitative study investigates teachers’ classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument
of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students’ rote learning and used Bangla as a medium of instruction. The study also found teachers’ challenges like large class size, extra workload, lack of
teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers’ current practice in Bangladesh does not help students to develop their writing skill at all.
Increasingly rigorous adult ESL classes are a reality, and one area of focus is academic language. Do adult ESL teachers know how to integrate academic language at all levels of instruction? This session focuses on promising practices for teaching academic language from beginning through intermediate levels of adult ESL.
Conversation exchanges between students who are learning each other’s native language help students gain authentic skills in the target language, and provide invaluable linguistic and intercultural learning. This presentation examines best practices for establishing and growing a successful conversation exchange program at an academic institution.
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
ResearchED English & MFL, Oxford 1 April 2017 Session 2: It's Not Too LateDianne Murphy
We surveyed the extent of illiteracy at secondary school, touched on the reasons why poor reading persists over five years of secondary education, and demonstrated through research and case studies that it is not too late to effect remarkable change for all students.
Teachers’ Classroom Practice to develop students English Writing Skills at pr...Md. Mehadi Rahman
Objectives: The present qualitative study investigates teachers’ classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument
of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students’ rote learning and used Bangla as a medium of instruction. The study also found teachers’ challenges like large class size, extra workload, lack of
teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers’ current practice in Bangladesh does not help students to develop their writing skill at all.
Increasingly rigorous adult ESL classes are a reality, and one area of focus is academic language. Do adult ESL teachers know how to integrate academic language at all levels of instruction? This session focuses on promising practices for teaching academic language from beginning through intermediate levels of adult ESL.
Conversation exchanges between students who are learning each other’s native language help students gain authentic skills in the target language, and provide invaluable linguistic and intercultural learning. This presentation examines best practices for establishing and growing a successful conversation exchange program at an academic institution.
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Where Communication and Reading Difficulties MeetBilinguistics
Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Reading Materials andReading Materials and
Strategies for ELLsStrategies for ELLs
Applied Linguistics Winter Conference
March 1, 2014
Daryl Gordon, Wenxiu Ma, Alyssa Pinto, Yang Yang
Adelphi University
2. Process of Action ResearchProcess of Action Research
• Defining Action Research
• Discussing the Process and Steps
• Framing a Research Question
• Scaffolding the Literature Review
• Methods of Data Collection
• Data Analysis Presentation
• Framing Implications of Study
3.
4. AgendaAgenda
• Wenxiu Ma, Culturally relevant reading materials
and strategies
• Alyssa Pinto, Selection of high interest reading
materials
• Yang Yang, Impact of reading aloud on ELL
pronunciation and comprehension.
• Q & A
5. The Impact of Intercultural literature onThe Impact of Intercultural literature on
ELLs’ Reading Comprehension and ReadingELLs’ Reading Comprehension and Reading
EngagementEngagement
Wenxiu Ma, Adelphi University
7. RationaleRationale
Students’ reading ability is one of the nation’s foremost concerns. However,
the majority of the research existing in the field of ESL or Bilingual
education suggested that culture gap significantly interfere ELLs’ reading
performance.
As a student teacher who worked with 32 Chinese speaking students in a first
grade dual bilingual class, I found my students were hungry for readings that
support their bilingual and bicultural identify. I want to explore how I can
increase these students’ reading performance by bridging the culture gap.
8. *Setting*Setting
1. Research Placement
First grade dual Chinese-English Bilingual class
2. Research Participants
6 students ( two intervention readers, two on-level readers, two
advanced students) in my intercultural group,
their parents and
the classroom teacher.
9. *Data*Data
1. Data Collection Categories
1. Running records
2. Anecdotal records
3. Reading logs
4. Teacher interviews
5. Parents questionnaires
11. Comprehension Conversation
Intervention On-level Advanced
Score Score Score
Within
the
text
About
the
text
Beyond
the text
total
Within
the
text
About
the
text
Beyond
the text
total
Within
the
text
About
the
text
Beyond
the text
total
Reading
record 1
(intercultural
reading
materials)
1 1.5 1 3/9 2 1.5 1 5/9 2.5 2 1 6/9
Reading
record 2
(mainstream
reading)
1 1.5 2 4.5/9 2.5 2.5 3 7.5/9 3 2 3 9/9
14. 5. Teacher Interviews
“ I can image how my students would be excited about reading the Chinese fairy
tales which they heard from their grand parents previously.” ( First interview,
September 3rd
, 2013)
“ I have never seen of these kids such engage in reading and I have never heard
of them talking so much about the books they read.” ( Second interview,
October 7th
, 2013)
“ I have had a lot joy watching the kids in your intercultural group deeply
engrossed in reading those Chinese stories. ( Third interview, November 8th
,
2013)
15. 6. Parent Questionnaires
Student reading habits never less same more a lot more
Spends
Time
reading
Intercultural
group
0% 0% 10% 50% 40%
Control
group
10% 10% 50% 20% 10%
Concentrate to
reading
Intercultural
group
10% 0% 0% 40% 35%
Control
group
15% 5% 55% 10% 15%
Talks about book
Intercultural
group
10% 0% 10% 35% 45%
Control
group
30% 10% 45% 10% 5%
Write a reflection
Intercultural
group
0% 0% 30% 25% 45%
Control
group
20% 5% 60% 5% 10%
16. Some of the comments made by parents to support their observation are as
follows:
“My child is interested in those books about Chinese culture, and she often asked
me to tell her more information about the stories.”
“I saw my daughter wrote a lovely reading reflection every day, that makes me
proud of her.”
“He likes to read more than play computer in the afternoon like before. Thanks.”
17. *Findings*Findings
Utilizing intercultural reading materials lead to improve students’ reading
comprehension.
1.
Utilizing intercultural reading materials lead to improved students’ reading
engagement.
2.
Intercultural reading materials do not benefit all students equally.
3.
18. *Raise the Awareness
*Intercultural Literature Collection
*A Variety of Resources
*Professional Trainings
*Attend Conferences
Implication and RecommendationsImplication and Recommendations
19. Reading Materials in an ESLReading Materials in an ESL
Classroom and the EnglishClassroom and the English
Language LearnerLanguage Learner
Research by: Alyssa Pinto
MATESOL
Adelphi University
20. Research QuestionResearch Question
• How does the reading material in an English as a
Second Language (ESL) classroom impact the English
Language Learners (ELLs) learning process?
o What genres are of interest and conducive to
learning for the ELL?
o What activities can help motivate an ELL before,
during and after reading?
21. Setting and ParticipantsSetting and Participants
• 6th
Grade Intermediate Level ESL/ELA class
• 16 ESL students (11 boys, 5 girls)
• 15 of the students are of Hispanic decent
• 1 student is of Turkish decent
• Sheltered ELA Instruction
• 84% of students in the district are receiving free or reduced lunches
22. Motivation for ResearchMotivation for Research
• “According to Klingner and Boardman, there is a growing number of
ELLs in our country (specifically, they focused on Hispanic ELLs) and the
number of them who underachieve in English Literature is an
unfortunate amount (2012). In today’s world, it is extremely important
for any student to be able to read proficiently so that they may be
able to comprehend passages that can be on standardized tests or
even tests in their classrooms that are necessary to pass in order to
graduate.”
-Klinger and Boardman, 2012-
23. Data CollectionData Collection
• Class questionnaire to find out how much the students enjoy/do not
enjoy reading, what genres they prefer and if they read at home or
just in school.
• Sample Question:
BOYS GIRLS
I love it! 27% 40%
I don’t mind
it.
28% 60%
I don’t like it! 45% 0
How much would you say you like reading?
24. Data Collection ContinuedData Collection Continued
Student interviews with four students (two boys and two girls). These
interviews were conducted one to one and allowed the student to choose
from six different books of different genres.
25. Main FindingsMain Findings
• Vocabulary Acquisition and reading comprehension skills are essential
for an ELL to fully understand reading material in the classroom (Quirk,
Beem 2012).
• Literature circles, text to talk, guided reading and cooperative groups
are all beneficial to support reading done in the classroom (Carrison,
Slavit 2005).
• Parental Involvement and outside support is correlated to the
achievement level of the ELL.
• Selecting genres of interest for an ELL to read is more beneficial for
them to learn English than books/passages of genres that are not of
interest.
26. Implications for the ESL FieldImplications for the ESL Field
• The more Common Core Standards play a role in the classroom, the
less there is an option for use of different genres.
• Connecting students to the local library or bringing in story tellers is one
way to increase outside support in parents are unable to help at
home.
• Using strategies after reading such as class projects, cooperative
group projects and reflection summaries may enhance their
understanding of the text.
28. Research QuestionResearch Question
• What Reading Aloud activities and materials are the most effective in
helping ELLs develop the skills of pronunciation and reading
comprehension?
30. How to Learn English: Read Aloud in ChinaHow to Learn English: Read Aloud in China
• Read aloud after the tape or teacher
• Retell or Recite the text
• Watch American dramas
31. Setting of Data CollectionSetting of Data Collection
ESL pull-out classroom in a vocational high school in New York city
Population: Hispanic students
Numbers: 5 to 10 students
English Proficiency level: Beginners & Intermediate, or S(L)IFE students
32. FINDING 1 : How to Do Reading Aloud in SecondaryFINDING 1 : How to Do Reading Aloud in Secondary Classroom?Classroom?
Classroom Observation :
The teacher often stops to ask
questions
Utilize different tones
Imitate people’s voice
Pause
Body language
Slow down her speed
Literature Review
“To engage students, teachers can
exaggerate the dialogue and use
gestures and different voices for
different characters.
“The more interactive and fun it is, the
more comprehensible the book or
text will be for ELL students.”
— Wayne Wright, 2010
Teacher Students
33. FINDING 1 :FINDING 1 : How to Do Reading Aloud in Secondary Classroom?How to Do Reading Aloud in Secondary Classroom?
Classroom Observation :
Take in turn
Error corrections:
Self-correction
Peer-correction
Point out every single word by fingers
(beginners and S(L)IFE students)
Literature Review
“By reading aloud longer stretches of
text, prosodic features can be
focused on, with the aim of raising
awareness of these and practicing
them,
“so that the words flow in as natural-
sounding a manner as possible.”
— Sally Gibson, 2008
Students Themselves
34. Finding 2: How to Select RA Materials?Finding 2: How to Select RA Materials?
• “Teenagers at this critical age, they miss the pleasure of
getting lost in a story or discovering new information in
books. ”
— Research
• If the teacher is tutoring an English-language learner, it is
essential to learn about the student's culture.
— Baumann & Duffy (1997)
35. Poem: Paul Revere’s Ride
Poem: Paul Revere’s Ride
By Henry Longfellow
By Henry Longfellow
Internet resources:
“ A Just and Lasting Peace”
– President Barack Obama, 2009
“Kids Need Structure”
– TED Talk Speech, 2012
36. ImplicationsImplications
Consider students’ background and initial learning methods
e.g. give more scaffolding to students in China
+ High: Reading & Writing
- Low: Speaking & Listening
Choose simple RA materials or paraphrase
“Secondary-aged students’ higher-order thinking skills sometimes out-develop
their reading skills”.
- Ivey and Fisher , 2006
37. Questions?Questions?
• Methodology of action research
• Defining the research question
• Implications of action research projects for teacher
candidates and ELLs.
Editor's Notes
-This came from a journal article entitled, “Supporting Adolescent English Language Learners’ Reading in Content Areas”
-I wanted to dig deeper into the reason behind the dropping levels of ELLs who are not succeeding in reading
-Is the reading material in the classroom now strictly geared towards the standardized tests at the end of the year?
-Have the Common Core standards played a role in the classroom, giving less of an option for the use of different genres?
-After finding this data, I wanted to look farther into why these students were so unmotivated to read, particularly, the boys.
-The most popular genre of interest for the boys was Mystery while for the girls it was Non-Fiction Literature/Poetry
-The three students who chose the graphic novel had little to no parental support at home because of language differences or because they were working, they were also closer to a beginner/intermediate level in the classroom.
-The student who chose the novel had read three of the six books I placed in front of her and she had parents who were very involved. She was at a more intermediate/advanced level.
SLIFE is short for students with Limited or Interrupted Formal Education. They are immigrant students who have had little or basic literacy or numeracy skills, or no education in their home countries. They enter schools in the USA.