Open Access. Powered by Scholars. Published by Universities.®
Language and Literacy Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Language and Literacy Education
Exploring How Developmental Education Students Make Meaning Of Identity, Competence, And Relationship Building Through Supplemental Instruction: A Grounded Theory Study, Jennifer Gasparino
Exploring How Developmental Education Students Make Meaning Of Identity, Competence, And Relationship Building Through Supplemental Instruction: A Grounded Theory Study, Jennifer Gasparino
Theses and Dissertations
The purpose of this constructivist grounded theory study was to explore Supplemental Instruction (SI) beyond its academic purpose, examining how community college developmental education students make meaning of their experience participating in SI. This study focused on how developmental education students experienced identity and competence through SI and examined how these students make meaning of their connections and relationships. Fifteen participants who placed below college-level in English and English Language Proficiency and who were enrolled in at least one college-level course with SI participated in semi-structured interviews and SI group observations. The findings support the need to integrate holistic support …
No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha
No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha
Capstone Projects and Master's Theses
For this Capstone Project, the researchers investigated how monolingual teachers view the support and resources they received to teach English Language Learners (ELL) and what they thought could be done to improve their teaching effectiveness. An evidence-based argument is offered that monolingual teachers were not being provided with effective support and resources. More specifically, three themes emerged from an analysis of the data obtained from interviews of monolingual teachers and administrators. Based on the emergent themes, an action was undertaken to help monolingual teachers better address the needs of ELLs. This is an important issue for monolingual teachers because the …
Perceptions Of Educator Preparation In The Field Of English Language Learners, Vivian R. Fry
Perceptions Of Educator Preparation In The Field Of English Language Learners, Vivian R. Fry
Selected Honors Theses
This study investigated how well pre-service teachers felt prepared to teach English Language Learners in the areas of second language (L2) acquisition and culture. 62 preservice teachers responded to a survey sent out to education majors at Southeastern University. Majority of the participants in the study indicated that they had less than adequate knowledge in the area of L2 acquisition and were less than adequately prepared to educate ELLs in the area of L2 acquisition. The participants indicated that they wanted professional development opportunities that focused on pedagogy for the specific stages of L2 acquisition. Regarding culture, a little more …