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Digital Stories and Refugee Immigrants. Winooski Middle School Beginner’s English Language Learners “Our Stories”. Overview. More than 5 million English language learners ( ELLs ) attend school in the U.S. ( Ballantyne , Sanderman , & Levy, 2008). Some Facts.

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digital stories and refugee immigrants
Digital Stories and Refugee Immigrants
  • Winooski Middle School
  • Beginner’s English Language Learners
  • “Our Stories”
overview
Overview
  • More than 5 million English language learners (ELLs) attend school in the U.S. (Ballantyne, Sanderman, & Levy, 2008)
some facts
Some Facts
  • Of 47 million throughout the U.S., 18% speak a language other than English at home (U.S. Census Bureau, 2003c)
  • In the West (37%), Midwest (9%), and the South (15%)
  • California, New Mexico, Texas, New York, Hawaii, Arizona, and New Jersey
who are our english language learners
Who are our English Language learners?
  • Some have had a rigorous formal education in their native country
  • Others, particularly refugee children, may have had limited or interrupted formal schooling before coming to the U.S.
  • “The largest and fastest-growing populations of ELLs in the U.S. consist of students who immigrated before kindergarten and U.S.-born children of immigrants” (Center on Instruction, 2007)
cultural views of foreign born english language learners
Cultural Views of Foreign-Born English Language Learners
  • ELLs generally have an idealized view of the U.S.
  • Unless they have had an opportunity to study U.S. history and culture before arriving, most ELLs are not aware of history, customs, and traditions
  • In general, ELLs experience their own differences as positive
the vermont context
The Vermont Context
  • 2007-2008 school year – approximately 1, 650 ELLs in Vermont
  • From 1998-99 to 2007-2008, the ELL enrollment in Vermont increased by 81 percent
  • Vermont ELL students speak over 90 languages and come from 97 countries on 6 continents
student digital stories
Student Digital Stories
  • 16 students in the beginner’s English as a Second Language classroom completed their digital stories
  • Language groups included Bhutanese, Nepali, Iraqi, Vietnamese, Somali, and Thai
student digital story project
Student Digital Story Project
  • “This I Believe”
  • Short stories, narratives, biographies, and poetry
  • Lots and lots of writing!
summary of findings
Summary of Findings
  • Writing improvement
  • Value of writing revision
  • Community & Collaboration