ESL-7600 v2

White, R. S., Schneider, J., & Mavrogordato, M. (2023). bELonging: Do students classified as English learners feel included? AERA Open, 9. https://doi.org/10.1177/23328584231179171
In this article, the authors examine the sense of belonging and relationships with teachers among students classified as English Learners (ELs) in K–12 public schools. The findings highlight the importance of fostering inclusive school environments, as a strong sense of belonging positively correlates with academic and psychological well-being. The findings also suggest that educational policies should prioritize understanding and improving school climate for EL students to support their engagement and success.

Kanno, Y., Rios-Aguilar, C., & Bunch, G. C. (2024). English Learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students. TESOL Journal, 15(3). https://doi.org/10.1002/tesj.797
In this article, the authors examine the challenges of labeling multilingual students who require language support, highlighting concerns that the term English learner focuses solely on English acquisition while neglecting students' multilingual strengths. While alternative terms like emergent bilingual and multilingual learner emphasize linguistic assets, the authors stress that changing labels alone does not address the systemic inequities these students face. They conclude by sharing their own struggles with terminology and propose a multidimensional tool to help educators, researchers, and policymakers critically reflect on the implications of different labels.

Callahan, R., Gautsch, L., Hopkins, M., & Carmen Unda, M. D. (2022). Equity and state immigrant inclusivity: English learner education in ESSA. Educational Policy, 36(5), 1011-1053. https://doi.org/10.1177/0895904820925819
In this article, the authors examine how state-level immigrant policies influence English Learner education under the Every Student Succeeds Act (ESSA). The authors analyze ESSA implementation plans from 12 states, assessing the relationship between each state's immigrant policy context and its EL educational strategies. Findings suggest that states with more inclusive immigrant policies tend to adopt more supportive and equitable approaches to EL education in their ESSA plans.

Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100781
In this paper, the author identifies key challenges teachers face in integrating cultural elements into their teaching, such as limited content in course materials, language stereotypes, and cultural misunderstandings. They also discuss opportunities like culturally responsive teaching, technology integration, and intercultural competence training. They argue that language educators must actively incorporate cultural awareness into their teaching to foster effective cross-cultural communication and engagement.

Good Morning Mr.D. (2020, March 15). Understanding context | English language learning | good morning Mr.D [Video]. YouTube. https://www.youtube.com/watch?v=NeZtAy3OBfQ
Language learning often emphasizes vocabulary and grammar while overlooking the crucial role of context in comprehension and acquisition. This video highlights how understanding context can significantly enhance language learning by providing situational cues that help learners infer meaning without direct translation. The video concludes by emphasizing that language learning requires time and dedication but becomes more effective when learners engage in authentic, contextual interactions that mirror natural communication patterns.

ProLiteracy. (2024, January 18). Learning through context for high-level English language learners (ELL) [Video]. YouTube. https://www.youtube.com/watch?v=z37GH74-LPA
In this video, the presenter describes the importance of incorporating authentic materials into EL instruction while being mindful of their cultural backgrounds. They discuss that while, advanced learners need reinforcement of grammatical concepts and aim to master more complex structures , utilizing authentic materials that reflect students’ cultural contexts can support their language development while also engaging them in higher-order thinking skills.

Making dual language immersion work. (n.d.). Colorín Colorado. https://www.colorincolorado.org/classroom-video/making-dual-language-immersion-work
This video (7:45) highlights tips and strategies for effective Dual Language instruction.

Return to bilingual education. (n.d.). Colorín Colorado. https://www.colorincolorado.org/article/return-bilingual-education
This resource from Colorín Colorado details ongoing issues in Bilingual Education. Read the entire page and click on links to other short articles embedded within the page.