This paper examines the amount and type of resources that linguistic minority students—those students who come from households where a language other than English is a spoken—need to meet the same challenging standards and to have the opportunity to achieve the same educational outcomes as other students. In this paper we first describe the nature of the linguistic minority population in Califo...

Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life ...

Current language learning provision seems ill-suited to meet the needs of 21st century learners. There is a growing expectation that mobile language learning will offer greater flexibility and that it will be better aligned with lifelong learning and the real needs of diverse and increasingly mobile populations travelling for work and leisure. The paper addresses the issue of how learners will ...

Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of ‘connectivism’ as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learne...

Advances in ubiquitious and mobile technologies have facilitated learners to continue their learning outside their classrooms, when and where they desire. Learners are now able to access their learning resources and interact with their peers and teachers through technology. The design and creation of such learning spaces pose many challenges. The learner’s context defines the needs of the learn...

Mobile learning (m-learning) is gaining popularity as the „anytime, anywhere‟ online learning channel. Academics and practitioners alike are showing interest in examining its ability to support online learning. However, prior studies have highlighted the challenges in promoting m-learning adoption. The extantm-learning literature has mainly focused on technology related factors to examine m-lea...

Successful eLearning is predicated on the application of pedagogies appropriate to online education that respond to the capabilities and needs of the learners. Typically, designing and assembling personalized Learning Objects that respond to the pedagogical needs of a variety of different learners is an expensive and time-consuming process requiring both domain and educational expertise. Educat...

In order to stop the COVID-19 virus spreading, most universities replaced traditional in-class education with remote teaching and learning. The whole situation was stressful for all, particularly students special needs. It seems that these were literally abandoned, many differently abled completely missed out on their education. Learning results of those who enabled learning significantly decre...

The general objective of this paper is to disclose the lived experiences English as a Second Language (ESL) reading teachers learners with special needs in mainstream classes. This qualitative research made use phenomenological design and gathered rich data through in-depth interview. Ten teacher participants were purposely chosen help answer questions. ESL handling LSENs all audio-recorded, co...