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Full-Text Articles in Education
Long-Term English Learner: One Voice And Perspective Of Schooling Experiences, Donna Confere
Long-Term English Learner: One Voice And Perspective Of Schooling Experiences, Donna Confere
All Dissertations
The term Long-term English Learner (LTEL) is problematic. The terminology is used in schools and based upon the number of years that a student has been in US schools and has not met the criteria for reclassification as no longer requiring language support services, accommodations, or continued annual assessment, as required by the federal government for those with a second language learner designation. It can carry with it a connotation of a deficit for the student who remains an English learner beyond five years. This study centered around interviews and observations of a student who met the criteria for being …
No One Can Whistle A Symphony: Analyzing Growth In Proficiency For English Learners In Coteaching, Debra Ann Cole
No One Can Whistle A Symphony: Analyzing Growth In Proficiency For English Learners In Coteaching, Debra Ann Cole
Dissertations
K-12 ELs in the U.S. are increasing in number and diversity (Park, et al., 2018), requiring schools to establish and grow language instruction education programs (LIEPs) that facilitate language acquisition for a wide range of learners, while also providing equitable opportunities to learn. The study used a quantitative, pretest-posttest, research design to address gaps in the literature noted by Takanishi & Menestrel (2017), regarding which LIEPs are most effective for various EL subgroups, and to explore the effects of Coteaching for ELs (COTEL) on growth in proficiency. Data from 723 ELs in two Midwestern districts was disaggregated three ways to …
Understanding High School English Learners’ Chronic Absenteeism, Patricia A. George
Understanding High School English Learners’ Chronic Absenteeism, Patricia A. George
Seton Hall University Dissertations and Theses (ETDs)
Chronic absenteeism has significant implications for both the individual student and society at large and has been receiving attention for over a century. Every school day counts. Regular attendance provides students with opportunities to learn and has a strong link to achievement. Conversely, poor attendance has serious implications for high school students. For each subgroup of students there is a similar pattern: the likelihood of chronic absenteeism increases as students progress through high school. Notably, the U.S. Department of Education found English learners experience higher chronic absenteeism than their non-English learner peers when they reach high school. Furthermore, compared to …
Teaching Literacy To Nonliterate Spanish-Speaking Students With Interrupted Formal Education (Sife): The Freire-Udl Literacy-Alfabetización Model And Guide, Maria João Mendes
Teaching Literacy To Nonliterate Spanish-Speaking Students With Interrupted Formal Education (Sife): The Freire-Udl Literacy-Alfabetización Model And Guide, Maria João Mendes
Educational Studies Dissertations
This research has focused on the creation of the Freire-UDL Literacy-Alfabetización Model and its application to practice in the development of a Teacher’s Guide to support educators in teaching literacy/alfabetización to nonliterate Spanish-speaking students with limited or interrupted formal education (SIFE/SLIFE) in 40 hours or less. A two-fold problem was the impetus to this study: The urgency to teach a significant number of nonliterate Spanish- speaking SIFE/SLIFE to read effectively through their home language (L1), Spanish; and the need to support Spanish bilingual middle and high school SIFE educators in teaching their nonliterate Spanish-speaking students how to read in a …
Vocabulary Acquisition For Els, Sarah Johnson
Vocabulary Acquisition For Els, Sarah Johnson
Certificate of Advanced Studies (CAS) in Literacy
Researchers have shown a gap in the vocabulary development of children based on socioeconomic status, as well as an increase in the number of students in American public schools that qualify as English Learners (ELs). Based on previous studies showing that vocabulary acquisition is related to increased reading comprehension and academic success, the aim of the present study was to determine for the most effective strategies for vocabulary acquisition using an interactive read aloud routine. Using Vygotsky’s social constructivism as the theoretical framework, we examined the effectiveness of these strategies in an action research project with seven second grade ELs, …