The Struggles of Minority English Learners: How Learner Feedback Can Improve English Skills

by Maryann Hasso

Overview

This book provides relevant background data and theory regarding English language (EL) students, the challenges they face in learning English, and the need to find strategies for enhancing reading engagement among these students. Additionally, the chapters discuss the ways in which the findings could advance instructional knowledge for EL students. The author presents and explores the results of participant interviews conducted with 10 students, each with different cultural and linguistic backgrounds. From their stories, emerged 7 themes of bilingual instruction including: quality of reading lessons, culturally responsive instruction, active learning offers individualized direction, language instruction, and instructional time for choosing literature. This book will provide teachers with numerous instructional strategies and ways to build literacy into an EL learner’s curriculum.

Product Details

ISBN-13:	9781498572439
Publisher:	Lexington Books
Publication date:	05/15/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	128
File size:	1 MB

About the Author

Maryann Hasso, PhD, is an independent scholar

Table of Contents

Acknowledgments

A Note on Methodology

Introduction

Chapter 1: The Search for New Strategies

Chapter 2: What Was Learned

Chapter 3: New Directions Indicated

Appendix

Glossary

Bibliography

About the author

Editorial Reviews

What better way to shape student-centered education models than by asking students what barriers they encounter to learning and what aspects of their experience support their school success? In The Struggles of Minority English Learners: How Learner Feedback Can Improve English Skills, Maryann Hasso does just that. Through interviews with 10 9th and 10th grade English learners in a California high school, she explores the students’ perceptions of instructional strategies that support their sustained engagement with the English language and unearths the barriers that can inhibit their learning. One of the main features of this volume is that Hasso includes how to apply the feedback she elicited from the students and calls for individuated strategies such as building student and parent engagement, increasing opportunities for writing, fostering culturally responsive instruction, and providing students with choices in order to promote effective literacy and content teaching with English learners—turning from student struggles to student strengths.

Alison L. Bailey