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First and Second Language Acquisition Commons

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Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick 2018 University of Nebraska - Lincoln

Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick

Research and Evaluation in Literacy and Technology

Reflecting upon my personal experiences teaching mathematics to English Language Learners (ELL) in a public high school in Lincoln, Nebraska, this essay largely focuses on the time I spent as the only Accelerated Math teacher in my school building. From 2012 – 2017, I taught three different subjects at this high school: Advanced Algebra, Algebra, and Accelerated Math. This essay highlights why I chose to become a math and ELL teacher, as well as the challenges, issues, struggles, and successes I experienced during my time teaching. I focus on the challenges I faced teaching students who did not share my native ...


Teachers’ Response To Infants’ Nonverbal Communication And Use Of Response To Facilitate A Dialogue, Stephanie Stephens 2018 East Tennessee State University

Teachers’ Response To Infants’ Nonverbal Communication And Use Of Response To Facilitate A Dialogue, Stephanie Stephens

Electronic Theses and Dissertations

Beginning with birth, typically developing children use strategies to communicate, and the functions of their language change with maturation and interaction. Since communication cannot exist if both parties do not participate, it is important to not only study the ability of the child, but also the behavior of the adult. Numerous studies have examined the behavior of the parent or other domestic adult, but few have included the study of teacher behaviors.

This study investigated teachers’ response to four types of nonverbal communication attempts made by infants. The gestures included: deictic, affect signaling, object-related, and conventional. The type of response ...


Speech Perception In “Bubble” Noise: Korean Fricatives And Affricates By Native And Non-Native Korean Listeners, Jiyoung Choi 2018 The Graduate Center, City University of New York

Speech Perception In “Bubble” Noise: Korean Fricatives And Affricates By Native And Non-Native Korean Listeners, Jiyoung Choi

All Dissertations, Theses, and Capstone Projects

The current study examines acoustic cues used by second language learners of Korean to discriminate between Korean fricatives and affricates in noise and how these cues relate to those used by native Korean listeners. Stimuli consist of naturally-spoken consonant-vowel-consonant-vowel (CVCV) syllables: /sɑdɑ/, /s*ɑdɑ/, /tʃɑdɑ/, /tʃhɑdɑ/, and /tʃ*ɑdɑ/. In this experiment, the “bubble noise” methodology of Mandel at al. (2016) was used to identify the time-frequency locations of important cues in each utterance, i.e., where audibility of the location is significantly correlated with correct identification of the utterance in noise. Results show that non-native Korean listeners ...


English Influence On L2 Speakers’ Production Of Palatalization And Velarization, Jennifer C. Gabriele 2018 The Graduate Center, City University of New York

English Influence On L2 Speakers’ Production Of Palatalization And Velarization, Jennifer C. Gabriele

All Dissertations, Theses, and Capstone Projects

Irish is a Celtic language spoken in Ireland. It is currently endangered with only 73,803 people using the language on a daily basis as of 2016 (Official Office of Statistics, 2016). The reason for the decline is that English is the dominate language, pushing Irish to the periphery. Revitalization efforts have been put into place in an attempt to revitalize the language. There has been a growth in L2 speakers of Irish. The position of English as the dominate language, and high amounts of L2 speakers creates an environment where English is likely to influence the Irish language. The ...


The Effects Of Code-Mixing On Second Language Development, Aimee K. Spice 2018 Cedarville University

The Effects Of Code-Mixing On Second Language Development, Aimee K. Spice

Linguistics Senior Research Projects

Second language development is an important topic of discussion in an increasingly multilingual world. This study aims to examine and detail research on the effects of code-mixing (CM) on second language development, answering how CM facilitates or constrains second language acquisition. Peer-reviewed articles on the topic published between 2013 and 2018 were examined and synthesized. Language learners/multilinguals answered questionnaires about their views on CM and second language acquisition, and a language teacher was interviewed regarding use of L1 in the language classroom and CM as a pedagogical tool. This study found that CM can be a beneficial tool for ...


The Social Factors Of Fossilization, Ashley Brigham 2018 SIT Graduate Institute

The Social Factors Of Fossilization, Ashley Brigham

MA TESOL Collection

The notion of fossilization has been one of the most controversial, yet enduring topics in second language acquisition (SLA) theory since its first appearance in Selinker’s 1972 seminal article “Interlanguage.” In the past, work regarding fossilization sought to either support or challenge its existence, to determine the putative causes and to predict what linguistic items were prone to becoming fossilized. Initially, the possible causes which enjoyed the most attention were first language interference and the learner’s age and length of residency in the target language community. Now, however, with the current climate of SLA acknowledging that both learning ...


Educator Perceptions Of Gifted English Language Learners, Michelle C. Lynch 2018 Western Kentucky University

Educator Perceptions Of Gifted English Language Learners, Michelle C. Lynch

Masters Theses & Specialist Projects

This paper explores educator perceptions of gifted and talented (GT) English language (ELL) students. This study identifies barriers for identification and service for GT/ELL students and highlights ways to support students through current efforts for students who fit these criteria. Educators from two elementary schools were interviewed in this qualitative study. The schools were chosen due to their high population of ELL students. The roles of professional development (PD) and best practices for identification of underrepresented students are discussed. Five main themes emerged from interviews of educators that work with GT/ELL students. The themes are obstacles, perception, referral ...


Addressing The Assumption; A Case Study On Student Motivations And Barriers To Study Second Language Abroad, Rebecca Schano 2018 SIT Graduate Institute

Addressing The Assumption; A Case Study On Student Motivations And Barriers To Study Second Language Abroad, Rebecca Schano

Capstone Collection

Historically, second language learning and study abroad programming have run in natural conjunction. However, in recent years there has been a slow but steady decline in the number of foreign language students in higher education who are choosing to study abroad to further their second language acquisition. This study explores this topic through a case study at Marquette University, and aims to answer the research question: What are the motivations and barriers of foreign language students to study their second language abroad? Using a student survey and in-person interviews with professionals in the field, data is collected on the most ...


Elementos Persuasivos De La Citación En El Discurso Académico De Posgrado: Los Verbos Introductores De Las Citas En La Sección De La Conclusión, David Sánchez-Jiménez 2018 CUNY New York City College of Technology

Elementos Persuasivos De La Citación En El Discurso Académico De Posgrado: Los Verbos Introductores De Las Citas En La Sección De La Conclusión, David Sánchez-Jiménez

Publications and Research

No abstract provided.


Students In Transition: Introducing English Language Learners From Asia, Africa, And The Middle East To U.S. History, Bill Clark 2018 University of Vermont

Students In Transition: Introducing English Language Learners From Asia, Africa, And The Middle East To U.S. History, Bill Clark

Graduate College Dissertations and Theses

This two-year action research project discusses the transitions that English Language Learners (ELLs) experience in moving from remedial second language learning to content-area courses. Two cohorts of twenty-seven ELL students from Asia, Africa, and the Middle East—fifteen students in 2015-16 and twelve in 2016-17— participated in a U.S. History course while attending the pseudonymous West Ackerly High School.

Absent a pedagogical bridge connecting ELL instruction with social studies practice, I created a curriculum that emphasized the democratic principles embedded in the Declaration of Independence and the Constitution—concepts that general education students have known almost from birth—as ...


Assessment And Analysis Of Receptive And Expressive English Language Development In Spanish Speaking Ells And Native English Speakers Using The Pre-Klba, Candace LaPrairie 2018 Eastern Illinois University

Assessment And Analysis Of Receptive And Expressive English Language Development In Spanish Speaking Ells And Native English Speakers Using The Pre-Klba, Candace Laprairie

Masters Theses

The purpose of this study is to examine the trends and differences in receptive and expressive English language development in native English speakers and Spanish-speaking English language learners (ELL). It also aims to analyze the relationship between auditory comprehension and narrative production skills and semantic skills and narrative production skills in native English-speakers and Spanish-speaking ELLs. Eighty-three preschool-aged children (17 Spanish-speaking ELLs and 66 Native English-speakers) were administered the Pre-Kindergarten Language Benchmark Assessment (Pre-KLBA) in Fall 2015, Winter 2016, and Spring 2016. This study utilized a three by two ANOVA to evaluate and determine: 1) If there are differences in ...


Dorothy Moser Medlin Papers - Accession 1049, Dorothy Moser Medlin 2018 Winthrop University

Dorothy Moser Medlin Papers - Accession 1049, Dorothy Moser Medlin

Manuscript Collection

(The Dorothy Moser Medlin Papers are currently in processing.)

This collection contains most of the records of Dorothy Medlin’s work and correspondence and also includes reference materials, notes, microfilm, photographic negatives related both to her professional and personal life. Additions include a FLES Handbook, co-authored by Dorothy Medlin and a decorative mirror belonging to Dorothy Medlin.

Major series in this collection include: some original 18th century writings and ephemera and primary source material of André Morellet, extensive collection of secondary material on André Morellet's writings and translations, Winthrop related files, literary manuscripts and notes by Dorothy Medlin (1966-2011 ...


Linguistic And Cognitive Measures In Arabic-Speaking English Language Learners (Ells) And Monolingual Children With And Without Developmental Language Disorder (Dld), Areej Mazin Balilah 2017 The University of Western Ontario

Linguistic And Cognitive Measures In Arabic-Speaking English Language Learners (Ells) And Monolingual Children With And Without Developmental Language Disorder (Dld), Areej Mazin Balilah

Electronic Thesis and Dissertation Repository

Understanding the current level of language knowledge in English Language Learners (ELLs) can present a challenge. The standardized language tests that are commonly used to assess language tap prior knowledge and experience. ELLs may score poorly on such ‘knowledge-based’ measures because of the low levels of exposure to each of their languages. Considerable overlap has been found on several knowledge-based measures (Paradis, 2010) between ELLs and monolingual children with an unexpected delay in language development known as Developmental Language Disorder (DLD). Measures of cognitive processing, on the other hand, are less dependent on ELLs’ linguistic knowledge because they employ nonlinguistic ...


Program Models, Pre-Service Teachers, And Emergent Bilingual Instruction, Hannah R. Meineke 2017 University of Wisconsin-Milwaukee

Program Models, Pre-Service Teachers, And Emergent Bilingual Instruction, Hannah R. Meineke

Theses and Dissertations

It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (U.S. Census Bureau, 2007; Shin & Ortman, 2011). This situation has potential academic consequences for emergent bilingual students (EBS) attending schools without adequate accommodations. The issue of teachers who are underprepared to meet the needs of EBS contributes to the academic consequences absorbed by this K-12 population, and to the social and cultural cycle of oppression for this marginalized group. Thus, integrating knowledge, skills, and dispositions (KSDs) beneficial for meeting the needs of EBS ...


English Medium “National” Journals Beyond The Anglophone Center: A Qualitative Study Of Multilingual Scholars And Their Publishing Decisions In Taiwan, Cheryl L. Sheridan 2017 Indiana University of Pennsylvania

English Medium “National” Journals Beyond The Anglophone Center: A Qualitative Study Of Multilingual Scholars And Their Publishing Decisions In Taiwan, Cheryl L. Sheridan

Theses and Dissertations (All)

This qualitative study investigates the publication practices of multilingual humanities and social sciences scholars in Taiwan. The purpose is to identify the forces and issues that have influenced participants’ publication decisions in general, and with Taiwan-based English medium journals (TBEMJs) in particular. The dissertation is embedded in the semiotic habitat of Taiwanese higher education (HE), which is theorized as a complex sociolinguistic system (Blommaert, 2010, 2014) beyond the Anglophone center and impacted by its own history and globalization influences. Researchers’ activity in this system is described in terms of center-directed mobility and margin-directed locality along indexical scales of education, institution ...


Multilingual Institutional Discourses Of Negotiation And Intertextuality In Writing Center Interactions In Macao, Alice S. Lee 2017 Indiana University of Pennsylvania

Multilingual Institutional Discourses Of Negotiation And Intertextuality In Writing Center Interactions In Macao, Alice S. Lee

Theses and Dissertations (All)

This dissertation explores the identity enactments (Bucholtz & Hall, 2005) of 14 multilingual university writing center tutors and multilingual student writers who use English and Putonghua to negotiate their interactions. The study is situated within sociocultural theory (Vygotsky, 1978) and uses ethnographic methods such as observation, interviews, and conversation analysis to more fully describe the participants’ writing center tutorial interactions. The research site is in Macao, a Special Administrative Region of the People’s Republic of China. Macao’s postcolonial past and neocolonial present help shape the discourses that are present at the research site.

The study adds to the growing ...


Gichi-Ayaa Mashkawziiwin, Suzette E. LaCasse (Anishinaabe-Ojibwe) 2017 Northern Michigan University

Gichi-Ayaa Mashkawziiwin, Suzette E. Lacasse (Anishinaabe-Ojibwe)

Conspectus Borealis

No abstract provided.


Effects Of Dialogic Reading In A Special Day Class, Donna Senn 2017 Dominican University of California

Effects Of Dialogic Reading In A Special Day Class, Donna Senn

Master's Theses and Capstone Projects

Early Childhood Special Education provides services to children aged three to five years. A predominant identifier is very low communication skills (Shevell, et al, 2003; Kaiser & Roberts, 2011; Robertson & Ohi, 2016). Dialogic Reading techniques have demonstrated successes in various settings (Hargrave & Senechal, 2000; Whitehurst et al., 1988; Trivette & Dunst, 2009). The rationale for this study was grounded in Rogoff’s, “apprenticeship in thinking” (1990, p. 7) theory. The research literature reviewed centered on three primary lines of inquiry namely, 1) The social aspect of language learning; 2) Speech and language interventions; and 3) Dialogic reading strategies. This study utilized the qualitative case method approach. Data for the study was collected during a four week period of in-class intervention. Data analysis from the study revealed that the intervention using a dialogic reading strategy enabled the participants to increase their learning, use of expressive vocabulary, and the complexity, use of multiword phrases.


Exploring And Understanding Of Administrators’, Teachers’, And Students’ Expectations And Actual Use Of Technology-Enhanced Language Learning In A Saudi Tertiary Context, Bader A. Algubaisi 2017 Indiana University of Pennsylvania

Exploring And Understanding Of Administrators’, Teachers’, And Students’ Expectations And Actual Use Of Technology-Enhanced Language Learning In A Saudi Tertiary Context, Bader A. Algubaisi

Theses and Dissertations (All)

This study aimed at bringing administrators, teachers and students into the conversation of integrating TELL. By exploring their understanding and beliefs about using technology and by also making a connection to their actual practices, the study shed a light on the importance of considering all three groups into the planning and use of technology to enhance language learning. This study explored three different areas in relation to technology-enhanced English language learning within a Saudi EFL tertiary context. These three different areas included: The current state of technology use at this Saudi EFL Tertiary context; administrators’, teachers’, and students’ expectations of ...


Code-Switching And Its Challenges: Perspectives On Translanguaging In The Efl/Esl Classroom, Michael Spooner 2017 Utah State University

Code-Switching And Its Challenges: Perspectives On Translanguaging In The Efl/Esl Classroom, Michael Spooner

All Graduate Plan B and other Reports

Structured in sections that represent the author’s teaching perspectives and research perspectives, the portfolio comprises reflective pieces written at the end of the Master of Second Language Teaching program and other pieces written as coursework during the author’s study in that program. In the first section, the author describes the principles that guide his own teaching and, in light of those principles, he reviews his experience as a learner, reports on observations of other teachers, and assesses his own performance based on observations done by others. The second section offers a set of four research papers that progressively ...


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