Contexts For Learning; English Language Learners in US Middle Schools

Contexts For Learning; English Language Learners in US Middle Schools

In the last few decades there has been a conceptual shift in the human sciences.  The term 'acquisition' is often replaced with the term 'participation' to emphasize the social the social aspect.

This article examines the learning culture within the schools as well as the community outside the school.  It also takes a look at the importance of engaging students in the community.  The researcher argues that in addition to the subject matter being taught, the following also help to shape learning opportunities available to ELL students.  

                     1) The teacher's conceptualization of the needs of second-language students

                      2) The ways in which they perceive their own role in the responding to these needs

                     3) The larger context of institutional practices

One study conducted in a Canadian high school identified 5 "interacting variables" that may have contributed to strong academic outcomes for ELLs

                     1) Administrative support

                     2) Collaboration among colleagues

                     3) Contact hours in the ESL class

                     4) Direct explicit instruction with respect to language learning objectives

                     5) A strong sense of advocacy for ELLs

Haneda,M. (2008) Contexts for learning: English language

       learners in US middle school. International Journal of

       Bilingual Education and Bilingualism. Vol.II Iss.1