Perceptions Of An English Language Learner Program In A Florida Middle School,
2025
Southeastern University - Lakeland
Perceptions Of An English Language Learner Program In A Florida Middle School, Kristifer M. Harden
Doctor of Education (Ed.D)
A growing number of English Language Learners (ELLs) exists within the United States. The purpose of this study was to explore administrators' and teachers' perceptions of a school district’s ELL program and determine how those perceptions align with the ELL supports used in the classrooms of a small school district in Florida. The study intended to answer the question: How do the perceptions of an ELL program held by the administrators and teachers responsible for the implementation of the ELL program differ from one another and from the ELL supports being provided in classrooms? This qualitative case study was developed …
Navigating Learning Gaps: Exploring Elementary Teachers’ Perspectives On Literacy-Based Strategies For Ells In Group Instruction,
2025
Southeastern University - Lakeland
Navigating Learning Gaps: Exploring Elementary Teachers’ Perspectives On Literacy-Based Strategies For Ells In Group Instruction, Ashley N. Banegas
Doctor of Education (Ed.D)
Teachers are to implement frequent pedagogical self-reflection to effectively differentiate instruction in whole-class and small-group settings for English language learners (ELLs). This qualitative, exploratory case study explored the perspectives of general elementary education teachers toward implementing varied instructional strategies used to target the literacy learning gap in ELLs. This current study investigated 12 kindergarten through fifth-grade teachers from a public charter school in southern Florida who participated in an interview or completed a journal entry. Information retrieved from scholarly literature and data were analyzed to answer this study’s three research questions. Findings determined the importance of teachers’ learning about their …
Redefining Rural Representation In Short Story Anthologies: Using Short Stories To Highlight Rural Counterstories,
2025
University of South Carolina - Columbia
Redefining Rural Representation In Short Story Anthologies: Using Short Stories To Highlight Rural Counterstories, Brittany Gargano-Smith, Jenna Spiering
The Rural Educator
This article explores the importance of incorporating diverse rural short stories into English language arts (ELA) curricula to foster empathy, understanding, and connection among students. It addresses underrepresentation and lack of variety in rural stories within publishing and traditional curricula, which affects rural students’ sense of identity and belonging. Through exploration of rural short story anthologies, the authors highlight the significance of counterstories that depict the intersectional dimensions of rural life, including geography, race, ethnicity, sexual orientation, socioeconomic background, and abilities. By amplifying contemporary rural voices and complicating stereotypes, educators can create more inclusive learning environments that validate diverse experiences.
Professional Learning Communities And Digital Literacy: A Framework For Elementary Education,
2025
University of South Carolina
Professional Learning Communities And Digital Literacy: A Framework For Elementary Education, Lauren Hunt
Theses and Dissertations
As digital technologies redefine the definition of literacy, elementary teachers face the challenge of effectively integrating digital literacies into their classroom spaces. This dissertation examines how professional development can enhance teachers’ understanding and implementation of high-quality digital literacy practices. Grounded in the New Literacies framework, the study identifies key characteristics of effective digital literacy instruction and explores how professional development that is contextualized, meaningful, and sustained can foster these practices. Using data from classroom observations, professional learning communities, and teacher interviews, the research highlights how individualized coaching and collaboration empower teachers to create authentic, engaging, and critical digital literacy experiences. …
Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses,
2025
The University of Texas at Arlington
Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma
Journal of English Learner Education
While feedback is a corrective business in every sphere of human life, most students do not have a positive perception of teachers’ feedback. Previous studies have emphasized the relationship between students’ writing achievements and the effectiveness of teachers’ feedback. However, no substantial research on how teachers’ feedback affects students’ emotional well-being has been undertaken. This article examines the relationship between students’ understanding of their teachers’ feedback on their writing assignments and emotional wellbeing. Data was collected from (N = 63) Nepali undergraduate students through Google Forms. The Forms consisted of structured and unstructured questions. According to the data, a mismatch …
Artificial Intelligence (Ai) Literacy: A Necessity In Modern Language Education,
2025
Purdue University
Artificial Intelligence (Ai) Literacy: A Necessity In Modern Language Education, Samarnh Pang, Engheang Nol, Kimkong Heng
Journal of English Learner Education
This article aims to discuss the importance of artificial intelligence (AI) literacy in the context of an AI-driven world and argues that it is a necessity in modern language education. The article answers a few questions, focusing on why AI literacy matters for language students and educators, what AI competencies should be promoted, and how AI literacy can be effectively integrated into the curriculum and instruction. The article also brings to the fore key considerations for implementing AI literacy in language education. These considerations include providing support to students and teachers to navigate the complexity of AI use, offering AI …
Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas,
2025
University of Houston, Main Campus
Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas, Elisa Garcia, Kristi L. Santi
Journal of English Learner Education
The increasing population of English learners (ELs) in Texas public schools requires a focused approach to their education. This article explores the challenges faced by ELs, including the risk of misplacement in educational programs and the need for culturally and linguistically responsive teaching practices. Drawing on recent research, the article highlights the importance of professional development (PD) tailored to the unique needs of ELs. Effective PD programs should prioritize cultural and linguistic awareness, collaborative learning opportunities, and strategies for differentiated instruction. The article also discusses the significance of engaging parents and the community in supporting ELs. By implementing these recommendations, …
Everything Is Bigger In Texas: English Learners And The Difficulty Within Assessment, Identification, And Program Development,
2025
University of Houston - Main
Everything Is Bigger In Texas: English Learners And The Difficulty Within Assessment, Identification, And Program Development, Gloria A. Avila, Kristi L. Santi
Journal of English Learner Education
This report explores the critical components of effective program placement for English learners, emphasizing the need for accurate assessment and identification processes to ensure appropriate placement. It highlights the rapid growth of the EL population, particularly in the state of Texas, and underscores the importance of developing tailored educational programs that meet the unique needs of English learners. By examining current practices and identifying key areas for improvement, this paper aims to enhance the academic and linguistic outcomes for English learners, ultimately fostering an inclusive and supportive educational environment.
The Science Of Reading, Writing, And Dual And English Language Learners,
2025
Florida Gulf Coast University
The Science Of Reading, Writing, And Dual And English Language Learners, Vickie Johnston, Nika Verna
Journal of English Learner Education
This paper presents an evidence-based approach to meeting the needs of dual language and English Language Learners (ELL) that includes leveraging the skills and knowledge of the home language, oral language instruction, and the utilization of both effective writing instruction and multicultural children’s literature. This evidence-based approach includes insights gleaned from the science of reading (SOR) and research on writing development with ELLs and instruction needed to help their written communication skills. Practical classroom applications for using multicultural children’s literature include integrating the Universal Design for Learning (UDL) framework to ensure the literature chosen is necessary for some and beneficial …
Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness,
2025
University of the Southwest
Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber
Journal of English Learner Education
Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …
Transforming Future Classrooms: Exploring Mainstream Candidates’ Self-Efficacy,
2025
Belmont University
Transforming Future Classrooms: Exploring Mainstream Candidates’ Self-Efficacy, Amanda Nelms
Journal of English Learner Education
The nationwide shortage of teachers is having a profound impact on schools across the country. In addition, many teacher candidates are entering the profession without adequate preparation to effectively work with MLs, potentially exacerbating challenges faced by this student population. One innovative approach to teacher preparation is the implementation of Grow Your Own (GYO) programs. This study contributes to the growing body of literature on GYO programs by focusing on the self-efficacy of secondary mainstream teacher candidates in teaching MLs. This mixed-methods study collected data throughout a course centered on research-based instructional practices for MLs. The Wilcoxon Signed Rank Test …
Why The “Whole Language Approach” To Reading Fails Ell Students & Instructional Strategies To Employ Instead,
2025
Southeastern Louisiana University
Why The “Whole Language Approach” To Reading Fails Ell Students & Instructional Strategies To Employ Instead, Caitlyn E. Petrus
Journal of English Learner Education
The research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the …
The Use Of Phonics With Adult Ells At The Beginner Level,
2025
College of Notre Dame of Maryland
The Use Of Phonics With Adult Ells At The Beginner Level, Jose V. Torres
Journal of English Learner Education
This study examines the work of Jose V. Torres, author of the Level 1 beginner adult ELL textbook I Want To Learn English, to evaluate the effectiveness of phonics instruction in literacy development for adult English Language Learners (ELLs). Drawing on data from two primary sources—(1) textbook-based assessments focused on students’ ability to distinguish between long and short vowels, and (2) CASAS outcome scores collected under controlled conditions at Baltimore Community College—this research addresses a significant gap in the literature on adult ELL literacy acquisition. Specifically, the study investigates the impact of explicitly integrating phonics instruction into a contextualized curriculum …
Russian Verbs Of Motion In L2 Acquisition: Testing The Efficacy Of A Usage-Based Approach,
2025
University of Cologne
Russian Verbs Of Motion In L2 Acquisition: Testing The Efficacy Of A Usage-Based Approach, Tobias-Alexander Herrmann
Russian Language Journal
Unprefixed Russian motion verbs present unique challenges for second language (L2) learners as they encode distinct types of motion events. Traditional, directionality-based methods of teaching these verbs have faced criticism, prompting the adoption of alternative, cognitively informed approaches. This article builds on usage-based methodologies, such as those proposed by Nesset and Janda (2022), to investigate whether teaching unprefixed verbs of motion (UVoMs) as constructions can enhance L2 instruction. Using the frequent UVoM pair idti and xodit′ , both meaning ‘walk’, as a case study, I pursue two main goals. First, drawing on corpus data, I examine the construction UVoM + …
From Gesture To Coded Knowledge: Rediscovering And Redefining Tpr When Teaching Russian Motion Verbs In An Outdoor Classroom,
2025
Sewanee: The University of the South
From Gesture To Coded Knowledge: Rediscovering And Redefining Tpr When Teaching Russian Motion Verbs In An Outdoor Classroom, Elena Susanna Weygandt
Russian Language Journal
The necessity to move my Russian as a second language (L2) classroom in an event tent during the “main” pandemic year encouraged me to create lessons engaging students’ movement and thus rediscover the Total Physical Response (TPR) method. This article presents the case for using TPR-inspired teaching as a mode to be considered in instruction of Russian verbs of motion (VoM). TPR, a teaching method and language acquisition theory suggested by James Asher in the 1960s, has further evolved in TPR role-playing and TPR storytelling and is used in L2 instruction today (e.g., Cook, 2008, p. 132; Davidheiser, 2002; Elliott …
Introduction To The Special Issue: Searching For Alternative Approaches To Conceptualizing And Teaching Russian Verbs Of Motion: Bridging Linguistics And Teaching Practice,
2025
Ruprecht-Karls-Universität Heidelberg, Germany/Université de Montréal, Canada
Introduction To The Special Issue: Searching For Alternative Approaches To Conceptualizing And Teaching Russian Verbs Of Motion: Bridging Linguistics And Teaching Practice, Maria Bondarenko
Russian Language Journal
This special issue seeks to account for the current status of an emerging trend we have observed in linguistics and L2 instruction over the last two decades: reconceptualizing Russian verbs of motion (VoM). To contextualize the contributions to the issue, in this Introduction, I will give an overview of how this trend has evolved from its inception until the present time, delineating within it two successive stages called the Cognitive Turn and Instructional Turn.
Crisis Communication On Facebook: Interaction Between Public Utility Companies And Their Consumers,
2025
Ateneo de Naga University, Naga City, Philippines
Crisis Communication On Facebook: Interaction Between Public Utility Companies And Their Consumers, Virna S. Villanueva, Xena Angela D. Baloloy
Journal of English and Applied Linguistics
This study analyzes the Facebook communication between public utility companies and their consumers in the Philippines during crises. Specifically, it investigates the public utility’s common issues or problems and communication strategies and their consumers’ tone and language. Using a mixed-methods approach, the qualitative content analysis examines language use, tone, and engagement strategies, while the quantitative analysis identifies the frequency of concerns, communication styles, and consumer reactions. The study uses the framework of Bies’s (2013) bad news management process, specifically the delivery phase. The dataset includes 23 Facebook posts, selected from an initial corpus of 41 posts, made by two public …
Нестандартные Метафоры Движения В Текстах Казахско-Русских Билингвов / Non-Standard Metaphors Of Motion In Kazakh-Russian Bilinguals,
2025
V.V. Vinogradov Russian Language Institute of the Russian Academy of Sciences, Moscow, Russia
Нестандартные Метафоры Движения В Текстах Казахско-Русских Билингвов / Non-Standard Metaphors Of Motion In Kazakh-Russian Bilinguals, Ekaterina V. Rakhilina, Aimgul Kazkenova
Russian Language Journal
This paper examines a specific case of fictive motion conceptualization—non-standard motion metaphors identified in texts from the Kazakh subcorpus of the Russian Learner Corpus (http://www.web-corpora.net/RLC). The texts were written by students from several universities in Almaty who are native speakers of Kazakh (L1) and second-language speakers of Russian (L2). Our study focuses on three aspects of fictive motion: (1) how the verbs idti and xodit’ are used to conceptualize processes or states in non-standard metaphorical contexts; (2) how trajectors are selected with the verbs prijti and projti; and (3) how motion direction is conceptualized with vxodit’ / …
Book Review: Designing Effective Language Learning Materials For Less Commonly Taught Languages. A Research-Based Guide,
2025
University of California, Los Angeles
Book Review: Designing Effective Language Learning Materials For Less Commonly Taught Languages. A Research-Based Guide, Susan Kresin
Russian Language Journal
Especially at a time when many Russian language instructors are actively expanding the scope of their instructional materials, this concise and well-articulated handbook fills an important gap. Focusing on the needs of instructors who teach less commonly taught languages, it offers a clear, step-by-step road map through the process of curricular and textbook design, with minimal theory and a broad framework of teaching methodology. This makes it applicable for a wide variety of practitioners in various circumstances: in pre-college, college and extracurricular settings, serving heritage, non-heritage and mixed groups of students, and at all levels.
Teaching Verbs Of Motion In A Task-Based Russian As A Foreign Language (Rfl) Course,
2025
Universitat de Barcelona
Teaching Verbs Of Motion In A Task-Based Russian As A Foreign Language (Rfl) Course, Joan Castellví, Elena Markina
Russian Language Journal
The paper focuses on one of the most complex topics in Russian as a Foreign Language (RFL) instruction: verbs of motion (VoM). We introduce an innovative approach to teaching these verbs, grounded in Task-Based Language Teaching (TBLT), and contrast it with the traditional approach that follows the Presentation-Practice-Production (PPP) framework, which has dominated the field until now. By analyzing a sample of widely used textbooks specializing in VoM, we show that introducing the VoM system—specifically, the sequence in which the verbs are presented—follows the PPP design and is primarily grammar-oriented. This approach is based on the concept of “directionality,” which …
