Meeting the Needs of English Language Learners with Interruptions in their Formal Schooling: A Comparative Case Study of Two Teachers' Classrooms
Bibliographic record
Abstract
An increasing number of newcomer English language learners (ELLs) in Canadian high schools are from refugee backgrounds, have a history of interrupted formal schooling (IFS), and do not have alphabetic and numerical literacy skills in their first language (MacKay & Tavares, 2005; Yau, 1995). While ELLs with IFS pose challenges for Canadian high schools and teachers, the struggles faced by these learners to integrate and succeed in their new educational environments are far more complex. This study aimed to gain insight into how two teachers are attempting to support the academic, linguistic and social integration of ELLs with IFS. Through classroom observations, interviews and document analysis, I examined the envisioned, enacted and experienced stages of two Manitoba high school programs that were created specifically for ELLs from refugee backgrounds who have disrupted or limited formal schooling and are at high risk of academic failure. The findings from this study revealed how teacher agency and divisional as well as administrative input significantly alter current and future learning opportunities for ELLs with IFS. The unique circumstances of each school’s Intensive Newcomer Support classrooms, i.e. student population, support services, teaching practices and administrative decisions, were found to impact the design and delivery of each school’s program and thus the experiences of the students. This study identifies how two teachers in Winnipeg, Manitoba, Canada, attempted to provide a meaningful and relevant education for their ELL with IFS students. It is the researcher’s hope and intent that this study will inform educational policy, teacher education and educational development initiatives both in Canada and in the various international contexts that serve refugees.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.025 | 0.009 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.004 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".