Education Commons^™

Reconsidering The Reading Motivation Of Adolescent Latinx Multilingual Learners, Robert A. Griffin, Lama K. Farran

The Reading Professor

In this article, the authors reconsider traditional concepts of reading motivation to arrive at practical teaching approaches to enhance the reading motivation, engagement, and achievement of adolescent Latinx multilingual leanrers in both traditonal and online learning environments. Focusing on the bioecological Process-Person-Context-Time Model and Expectancy-Value Theory, specific factors that influence the reading motivation of Latinx multilingual learners are discussed along with practical instructional strategies for both traditional and online/virtual classrooms. They also highlight the utility of a strengths-based pedagogy vis-a-vis the growing inequities that surround Latinx multilingual leaners. The paper concludes by offering recommendations for reading motivation practice.

Teacher Self-Efficacy In A Multicultural Alternative Education Program, Angela Marie Trowers

Theses and Dissertations

As the United States embraces cultural diversity, educators need to feel a sense of preparedness to effectively master culturally responsive teaching which is vital to students’ academic growth and development. Drawing on the interpretivist- constructive paradigm and self-efficacy theory, this narrative inquiry study, examined teacher’s beliefs, attitudes and perceptions, with regards to their culturally relevant pedagogy and the impact on their multicultural students’ academic achievement and social success. Eight teacher candidates, seven females and one male (Caucasian), who teach at a multicultural alternative education program in New York State participated in two interviews, one face to face and the other …

Placement Of Former English Language Learners In Middle Schools: General Education Or Dual Language?, Bruce Torff

Curriculum & Instruction Faculty Publications

Historically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n=99) at the middle-school level. In both subjects, DL students outperformed …

Educators’ Beliefs About Appropriate Pedagogical Models For Spanish-Speaking Ells Who Differ In Home-Language And English-Language Literacy Abilities, Audrey Figueroa Murphy, Bruce Torff, David Sessions

Curriculum & Instruction Faculty Publications

Survey research (n = 366) examined educators’ beliefs about the efficacy of five pedagogical models (English as a second language (ESL) self-contained, ESL push-in, ESL pullout, bilingual, and dual language) for English language learners who differ in English literacy proficiency and home-language abilities (delimited to Spanish in this research). Dual language was preferred when students have high English proficiency; this effect was extremely strong for students who are also proficient in Spanish, and moderate when students’ Spanish skills are low. Bilingual education was moderately favored when English is low and Spanish is high. ESL self-contained was moderately favored when students …

Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy

Curriculum & Instruction Faculty Publications

Immigrant children are the fastest growing subgroup among United States schoolchildren today. This paper explores how the new testing movement affects these students, many of which are English language learners.The passage of new federal laws mandating that all students be tested within one year of entrance into a U.S. school is refuted by long standing research. Studies have demonstrated that it takes five to seven years for students to attain the academic language necessary to achieve success in educational settings.This paper explores the instructional program options for immigrant students and advocates for changes in the current testing protocol for them.

Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller

Curriculum & Instruction Faculty Publications

This qualitative study explored the experiences of U.S. teachers of English language learners (ELLs) and students with disabilities (SWDs) as they sought to align the new Common Core State Standards (CCSS) with previously used standards and instructional approaches during the first year of CCSS implementation. Open-ended interviews were conducted with 20 ELL and SWD literacy teachers to investigate (1) the teachers’ experiences as they began the alignment of their curriculum and teaching methods with the CCSS, (2) the teachers’ perceptions of the support that they received and that they still require, and (3) the teachers’ perceptions of the challenges to …

So That All May Learn: An Essay Review Of Academic Language In Diverse Classrooms, Audrey Figueroa Murphy

Curriculum & Instruction Faculty Publications

No abstract provided.

Integrating Aesthetics Within Professional Development For Eeachers Of English Learners, Audrey Figueroa Murphy

Curriculum & Instruction Faculty Publications

The emphasis on testing in curricular content areas has left little room in most U.S. schools for education in the arts. Yet research supports the pedagogical value of aesthetic education, particularly for English learners (ELs), whose representation in schools continues to increase. This article presents a qualitative action research study intended to contribute to the understanding of the impact of incorporating aesthetic education into the training protocol for teachers of ELs. Twenty‐three graduate education students at a private university in Queens, New York, participated in an artist‐led workshop rooted in the aesthetic education theories of Maxine Greene (1995, 2011, 2007) …

Administrators' Sense Of Self-Efficacy In Supervision Of Teachers Of English As A Second Language, Audrey Figueroa Murphy, Bruce A. Torff

Curriculum & Instruction Faculty Publications

English language learners (ELLs) are the fastest growing segment of the U.S. school population, which means schools are hiring significant numbers of new ESL (English as a Second Language) teachers. This burgeoning pool of ESL teachers must be supervised by administrative staff, and the stakes are considerably higher now that teacher-evaluation policies frequently require teachers to make the grade or lose their jobs. But most administrators’ educational experiences are remote from ESL instruction; few administrators are former ESL teachers, and supervisory training routinely fails to encompass ESL pedagogy. Hence, it remains unclear whether the administrators who supervise ESL teachers feel …

Tracking The Progress Of English Language Learners, Audrey Figueroa Murphy

Curriculum & Instruction Faculty Publications

No abstract provided.