Editor's Note,
2016
University of Central Florida
Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate,
2016
University of Central Florida
Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry
TAPESTRY
A report on the development and implementation of the Teaching English Language Learners (TELLs) certificate program at Miami University, in Oxford Ohio.
Infusing El Content And Instruction Into English Education Courses,
2016
University of Central Florida
Infusing El Content And Instruction Into English Education Courses, Donna Niday
TAPESTRY
An article presenting a five-stage process of infusing EL-relevant topics into English education courses.
Infusing El Content Into A Foundations Course,
2016
University of Central Florida
Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson
TAPESTRY
An article describing the author's experiences with ELs as well as with infusing EL content within a foundations course.
Infusing El Content Into A Sociocultural Studies In Education Course,
2016
University of Central Florida
Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz
TAPESTRY
An article describing the process of embedding English learner topics in the sociocultural studies in education course the authors teach.
The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida,
2016
University of Central Florida
The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni
TAPESTRY
A description of the evolution of EL Infusion in Florida, where the State Department of Education requires all teacher candidates to be prepared to work with ELs.
Editor's Note,
2016
University of Central Florida
Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers",
2016
University of Central Florida
Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez
TAPESTRY
Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.
Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms,
2016
University of Central Florida
Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz
TAPESTRY
In this manuscript, the authors encourage classroom teachers and school leaders to learn about the home culture and language of the growing English learner population if they are to respond effectively to these students’ language, literacy, and content learning needs. These funds of knowledge have been shown to help teachers adjust instruction in ways that permit students to engage more actively in language, literacy, and content learning tasks. In addition to offering recommendations for administrators and teachers working to improve literacy of ELLs within and outside the school setting, the authors share sample surveys that can be used to gather …
In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children,
2016
University of Central Florida
In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck
TAPESTRY
This longitudinal case study provides an in-depth exploration of the journey toward bilingualism and biliteracy of two older adopted Salvadoran siblings in U.S. schools. Data sources include observations in the home and school, interviews, written artifacts, field notes, and various reading test scores. Analysis suggests that literacy instruction in English tended to focus more on phonics and fluency than comprehension and vocabulary, and it assumed a level of oral proficiency in English that neither of the children had. Spanish literacy instruction was aimed toward children of Mexican origin that was neither culturally relevant nor geared toward their specific language needs. …
Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms,
2016
University of Central Florida
Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms, Philip C. Smith
TAPESTRY
This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude …
Editor's Note,
2016
University of Central Florida
Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics",
2016
University of Central Florida
Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole
TAPESTRY
Text: Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press.
“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science,
2016
University of Central Florida
“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero
TAPESTRY
With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers' understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students.
Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners,
2016
University of Central Florida
Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners, Leslie Patterson, Carol Wickstrom, Jennifer Roberts, Juan Araujo, Chieko Hoki
TAPESTRY
Culturally Mediated Writing Instruction invites students to take an inquiry stance toward issues of interest and significance—exploring issues, framing questions, gathering information, synthesizing findings into messages, publishing or presenting their findings, and assessing their efforts before moving on to other inquiries. CMWI can be seen as a rich and dynamic landscape of literacy tasks, routines, practices, materials, and dialogues that invites students to ask questions and to look for answers to those questions. Data from four high-school classrooms illustrate that CMWI teachers made interdependent and layered instructional decisions in response to students' needs, and that they provided mediation toward for …
Editor's Note,
2016
University of Central Florida
Home To School Transitions: A Guatemalan Family Portrait,
2016
University of Central Florida
Home To School Transitions: A Guatemalan Family Portrait, Lisa Crayton
TAPESTRY
This study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family's young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider's perspective of the life experiences of children from non-mainstream homes. Understanding their home reading and writing experiences, and their transition to school literacy, is valuable for reading teachers facing increasingly diverse students from multicultural backgrounds.
Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach,
2016
University of Central Florida
Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach, Karen S. Vocke
TAPESTRY
Cultural and linguistic differences within the migrant population, coupled with the transient nature of these families, often present challenges that can inhibit the education of migrant students in our schools. How can schools and communities come together to provide resources and services for this vulnerable population? Through the theoretical lens of Paulo Freire, we identify the need to work against the current educational trend toward increased standardization and work towards a model of education that is both individualized and democratic. For migrant students, individualizing educational experiences often means reaching out to the families for linguistic support. We have found the …
Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons,
2016
University of New England
Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons, Susan Grace Edwards Mosher
All Theses And Dissertations
Flipped learning is a pedagogical model that allows more time for students to engage in active learning in the classroom because direct instruction is moved to video and watched outside of class time. Although many studies have shown the effectiveness of this strategy, previous perceptional studies have primarily focused on flipped learning through the lens of high school students and adult learners. This study was designed to explore elementary students’ and teachers’ perceptions of flipped learning in mathematics. A descriptive qualitative case study was conducted in a suburban elementary school in North Carolina. Three fifth grade teachers and fifteen of …
Teacher/Student Interpersonal Engagement And Customer Service Principles: A Phenomenological Study,
2016
University of New England
Teacher/Student Interpersonal Engagement And Customer Service Principles: A Phenomenological Study, Juanita Takeno
All Theses And Dissertations
The importance of understanding the effects of teacher and student engagement in online learning is especially pertinent to the online teacher and the online student as well as the college as a whole. This qualitative phenomenological study involved discovering if interpersonal online engagement between teacher and student involved those principles used in business customer service. The focus of this phenomenological study is on the lived experience of online students relative to interpersonal engagement – it is about the students’ stories. Accordingly, the questions asked what the participants felt when their teachers were engaged and if the engagement was augmented with …
