Empowering English Learners to Self-Advocate, Own, Monitor, and Celebrate Their Learning

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Teacher and Student Identity for Bilingual Development

Abstract

In this qualitative study the author examined a) the evidence of content and language objectives and the level of understanding of 342 English Learners’ (ELs) in 114 Kinder through twelfth grade bilingual and English as a second language (ESL) classrooms; b) the influence of ELs and researcher face-to-face talks on ELs’ language status, reclassification criteria, goal setting, and monitoring; and c) the perceptions of 279 secondary ELs on help they need from their teachers to understand core area instruction and to achieve goals. Results indicate a high need for linguistically differentiated instruction for English learners to access the English curriculum and reach goals; the need for heroic leadership; and collective efficacy to increase ELs’ self-efficacy and social capital.

Author

• Pilar Moreno-Recio, Goose Creek Consolidated Independent School District