Lisa Pray
Biographic Data
| ID | 5742417 |
|---|---|
| NAME | Lisa Pray |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Pray |
| SIGNATURE | PRAY L |
| AFFILIATIONS | Vanderbilt University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 75 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 4 |
Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students
As elementary teachers in U.S. public schools strive to adapt their instruction to support growing numbers of students learning English as an additional language, they must also navigate institutional constraints and affordances beyond their classroom-level interactions. Even as teachers plan and implement instruction within their own classrooms, their work is strongly influenced by the functional systems at the school and district levels. Despit…
Learning to Teach English Language Learners
Using Jarvis's ( ) framework of adult learning, this study examines how in‐service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1‐year, graduate‐level, add‐on certification program for teaching English language learners ( ELL s). Findings show that different critical learning experiences afforded the two tea…
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strat…
Living and learning in Mexico
This paper provides a qualitative examination of university student experiences with culture, language, and race in a short‐term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English language learners (ELLs). During the three week program, students took ESL Methods and Spanish for Tea…
Comparison of Oral Language Usage Among English Language Learners Diagnosed With a Learning Disability and Those in General Education
The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference in the morphological error ratios of the English language samples when comparisons were made across g…
A Response to “Literacy and English-Language Learners
Developing Literacy in Second-Language Learners
Learning English Bilingually
This article asks whether children enrolled in a bilingual education program learn English in a reasonable amount of time, and whether older children learn English faster than younger children. Children (N = 89) were found to achieve parity with native English speakers in a range of 1 to 6.5 years and in an average of 3.31 years on measures of English language. Indirect comparisons with other data suggest that children in bilingual education prog…
How Well Do Commonly Used Language Instruments Measure English Oral-Language Proficiency
This research examines three tests commonly used to assess the English oral-language proficiency of students who are English language learners (ELLs): the Language Assessment Scales—Oral, the Woodcock-Muñoz Language Survey, and the IDEA Proficiency Test. These tests were given to native English-speaking non-Hispanic White and Hispanic students from varied socioeconomic levels. Since these tests use native-language proficiency as the standard by w…
Developing Literacy in Second-Language Learners
Living and learning in Mexico
This paper provides a qualitative examination of university student experiences with culture, language, and race in a short‐term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English language learners (ELLs). During the three week program, students took ESL Methods and Spanish for Tea…
Learning English Bilingually
This article asks whether children enrolled in a bilingual education program learn English in a reasonable amount of time, and whether older children learn English faster than younger children. Children (N = 89) were found to achieve parity with native English speakers in a range of 1 to 6.5 years and in an average of 3.31 years on measures of English language. Indirect comparisons with other data suggest that children in bilingual education prog…
How Well Do Commonly Used Language Instruments Measure English Oral-Language Proficiency
This research examines three tests commonly used to assess the English oral-language proficiency of students who are English language learners (ELLs): the Language Assessment Scales—Oral, the Woodcock-Muñoz Language Survey, and the IDEA Proficiency Test. These tests were given to native English-speaking non-Hispanic White and Hispanic students from varied socioeconomic levels. Since these tests use native-language proficiency as the standard by w…
Learning to Teach English Language Learners
Using Jarvis's ( ) framework of adult learning, this study examines how in‐service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1‐year, graduate‐level, add‐on certification program for teaching English language learners ( ELL s). Findings show that different critical learning experiences afforded the two tea…
Learning English Bilingually
This article asks whether children enrolled in a bilingual education program learn English in a reasonable amount of time, and whether older children learn English faster than younger children. Children (N = 89) were found to achieve parity with native English speakers in a range of 1 to 6.5 years and in an average of 3.31 years on measures of English language. Indirect comparisons with other data suggest that children in bilingual education prog…
How Well Do Commonly Used Language Instruments Measure English Oral-Language Proficiency
This research examines three tests commonly used to assess the English oral-language proficiency of students who are English language learners (ELLs): the Language Assessment Scales—Oral, the Woodcock-Muñoz Language Survey, and the IDEA Proficiency Test. These tests were given to native English-speaking non-Hispanic White and Hispanic students from varied socioeconomic levels. Since these tests use native-language proficiency as the standard by w…
Comparison of Oral Language Usage Among English Language Learners Diagnosed With a Learning Disability and Those in General Education
The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference in the morphological error ratios of the English language samples when comparisons were made across g…
A Response to “Literacy and English-Language Learners
Developing Literacy in Second-Language Learners
Living and learning in Mexico
This paper provides a qualitative examination of university student experiences with culture, language, and race in a short‐term study abroad program in Cuernavaca, Mexico. All participants were White teacher education students from the United States earning their English as a Second Language (ESL) teaching endorsement and hoped to teach English language learners (ELLs). During the three week program, students took ESL Methods and Spanish for Tea…
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strat…
Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students
As elementary teachers in U.S. public schools strive to adapt their instruction to support growing numbers of students learning English as an additional language, they must also navigate institutional constraints and affordances beyond their classroom-level interactions. Even as teachers plan and implement instruction within their own classrooms, their work is strongly influenced by the functional systems at the school and district levels. Despit…
Learning to Teach English Language Learners
Using Jarvis's ( ) framework of adult learning, this study examines how in‐service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1‐year, graduate‐level, add‐on certification program for teaching English language learners ( ELL s). Findings show that different critical learning experiences afforded the two tea…
Mathematics education (9 works) · Psychology (9 works) · Pedagogy (7 works) · English language (6 works) · Multilingual Education and Policy (6 works) · Second Language Learning and Teaching (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Sociology (5 works) · Ell (4 works)