Increasing Teacher Awareness to Effectively Meet

The Needs of English Language Learners

Kathy B. Ewoldt and Shannon N. McInerney

ewoldtk@unlv.nevada.edu

Background

Literature Review
Introduction
Nevada has one of the fastest growing English
language learner (ELL) populations in the United
States (Ruark, 2010). ELL students consistently
lag behind their general education peers and
perform poorly on standardized assessments
(Ruark, 2010). Teachers must possess specific
skills and strategies in order to effectively meet
the needs of this diverse population.

Overview of Studies

Implications for Further Research

Batt, (2008): (a) teachers feel that all

educators benefit from multicultural

ELLs perceptions of reading supportwhat works, what doesnt

education and training in ESL strategies,

Effectiveness of Online Professional

Development to support teaching of ELLs

should incorporate SIOP model, (c)

knowledge & skills specific to ELLS must

Teachers perceived efficacy for teaching

ELLs

be included in teacher certification

process
Roy-Campbell ,(2013): (a) more formal

What are effective resources to prepare

teachers for working with ELLs

Professional development that accounts

for busy schedules and allows flexibility

training for teacher educators, (b)

academic journals can be an essential
resource in providing knowledge on ELLs

Smith ,(2014): (a) teachers can help

ELLs achieve academic success when

Resources

they understand the theory and research

based foundations of ELL instruction, (b)
many trainings specific to ELL strategies
are limited, (c) time and flexibility in
trainings for educators is a key
component, (d) designed an on-line

professional development
Tllez & Manthey ,(2015): (a) teachers
who work in a school with a positive
climate believe that instruction for ELLs is
strong

Community Action Project

In an urban school with a high percentage of English Language Learners (ELLs), few
teachers held an ELL endorsement. Monthly reading achievement results remained low
despite intensive instruction, while math scores increased. An investigation yielding high
levels of student and teacher motivation and high-quality instruction led to further inquiry.
Using the four key aspects leading to ELL academic success identified by Parish et al.
(2006), two recommendations were made to school administration: (a) school wide focus
on English language development, and (b) shared priorities and expectations of ELL
education. A professional development session designed to increase awareness of
language acquisition, oral language development strategies, and resources for further
information was developed.

(b) undergraduate teacher courses

mciner12@unlv.nevada.edu

University of Nevada Las Vegas

QR to this poster

QR to website
resources

According to August & Shanahan

(2006), "Instructional supports of
oral language development in
English, aligned with high-quality
literacy instruction are the most
successful [instructional
approaches]" (p.4).

References
August, D., Shanahan, T. (Eds.). (2005). Executive summary.
Developing literacy in second-language learners: A report of the
national literacy panel on language-minority children and youth.
Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Batt, E. G., & , (2008). Teachers' perceptions of ell education: Potential
solutions to overcome the greatest challenges. Multicultural Education,
15(3), 39-43.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship
between children's reading skills and reading motivation?. Exceptional
Children, 73(2), 165-183.
Parrish, T., Merickel, A., Prez, M., Linguanti, R., Socias, M., Spain, A.,
& Delancey, D. (2006). Effects of the implementation of Proposition 227
on the education of English learners, K-12: Findings from a five-year
evaluation. Washington, DC: American Institutes for Research.
Roy-Campbell, Z. M. (2013). Who educates teacher educators about
english language learners?. Reading Horizons, 52(3), 255-280.
Ruark, M. (2010). Executive summary. English language learners and
immigration: A case study Clark and Washoe counties, Nevada.
Washington, DC: Federation for American Immigration Reform.
Smith, S. U. (2014). Frameworks shaping an onlind professional
development program for k-12 teachers of ells: Toward supporting the
sharing of ideas for empowering classroom teachers online. TEOSL,
5(3), 444-464.
Tllez, K., & Manthey, G. (2015). Teachers' perceptions of effective
school-wide programs and strategies for English language learners.
Learning Environ Res, 18, 111-127. doi: 10.1007/s10984-015-9173-6

Overview

Based on observations conducted over

the past two months, it is evident the
staff is implementing literacy strategies
to address reading improvement
Of the four elements of effective English
language Development programs
identified by Tllez & Manthey (2015),
Crestwood is actively engaged in two.

Elements of Effective English

Language Development
Programs

Standards-based instruction

Systematic, ongoing assessment & data-driven

decision making.

Staff Priorities and expectations

of educating ELLs
Staff capacity to address English Language
Development needs

Recommendations
In-service training with the following goals:
1. Teachers will explain three of the following
second language acquisition characteristics: BICS,
CALP, pobrecito, collective ability, and
simultaneous content & language acquisition.
2. Teachers will incorporate at least one strategy
for teaching ELLs daily: Visual literacy, realia,
student discourse, comprehensible inputs
(understandable messages), consistent routines,
identification of cognates (highlight
commonalities).
3. Teachers will access at least one the provided
website resources for further information (see QR
Code)
OLD = Oral Language Development HQ = High Quality