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USING CONSULTATION TO SUPPORT ENGLISH LEARNERS: THE EXPERIENCES OF BILINGUAL SCHOOL PSYCHOLOGISTS.

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Title: USING CONSULTATION TO SUPPORT ENGLISH LEARNERS: THE EXPERIENCES OF BILINGUAL SCHOOL PSYCHOLOGISTS.
Authors: O'Bryon, Elisabeth C., Rogers, Margaret R.
Source: Psychology in the Schools. Mar2016, Vol. 53 Issue 3, p225-239. 15p.
Subjects: Bilingual education, English language education, School psychologists, Monolingualism, Language acquisition testing
Abstract: Through semi-structured interviews, this study explored 11 bilingual school psychologists' (BSPs) consultation experiences with teachers of English learners (EL) to determine referral concerns, recommendations made, challenges encountered, preparation experiences, and skills most needed. The most common referral issue concerned students' academic performance and teachers' attempts to parse out language acquisition difficulties from learning problems. Principal consultation challenges included the scarcity of trained professionals, teacher bias, and the stress of competing school priorities. BSPs relied most on their interpersonal skills and relationship building skills, as well as their knowledge of EL-focused interventions and their problem identification skills. Recommendations to their monolingual school psychology colleagues included the need to actively seek out a) language and culture resources, b) relevant professional development opportunities, and c) consultations with fellow BSPs. Study limitations and implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+acquisition+testing%22">Language acquisition testing</searchLink>
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  Data: Through semi-structured interviews, this study explored 11 bilingual school psychologists' (BSPs) consultation experiences with teachers of English learners (EL) to determine referral concerns, recommendations made, challenges encountered, preparation experiences, and skills most needed. The most common referral issue concerned students' academic performance and teachers' attempts to parse out language acquisition difficulties from learning problems. Principal consultation challenges included the scarcity of trained professionals, teacher bias, and the stress of competing school priorities. BSPs relied most on their interpersonal skills and relationship building skills, as well as their knowledge of EL-focused interventions and their problem identification skills. Recommendations to their monolingual school psychology colleagues included the need to actively seek out a) language and culture resources, b) relevant professional development opportunities, and c) consultations with fellow BSPs. Study limitations and implications are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.21904
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      – Code: eng
        Text: English
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      – SubjectFull: Bilingual education
        Type: general
      – SubjectFull: English language education
        Type: general
      – SubjectFull: School psychologists
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      – SubjectFull: Monolingualism
        Type: general
      – SubjectFull: Language acquisition testing
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      – TitleFull: USING CONSULTATION TO SUPPORT ENGLISH LEARNERS: THE EXPERIENCES OF BILINGUAL SCHOOL PSYCHOLOGISTS.
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