Digital Commons Network^™

Rehumanizing Reintegration: Intensive Case Management Effectively Supporting Community Re-Entry Post Incarceration In Canada, Sheena Brown, Ardavan Eizadirad

Education Faculty Publications

This article examines the effectiveness of intensive case management (ICM) as a rehumanizing framework for supporting racialized individuals transitioning from incarceration to community re-entry in Canada. The study focuses on the Prosper program delivered by the community organization Amadeusz (learn more at https://amadeusz.ca/home), which provides culturally responsive, relationship-centered supports for individuals facing firearm-related charges. Guided by Critical Race Theory and Culturally Sustaining Pedagogies, two focus groups with six racialized female caseworkers were conducted alongside examining archival interviews and program evaluation data. Thematic analysis identified three interconnected dimensions of effective reintegration practice: (1) building trust through relational accountability, (2) integrating culturally …

Digital Maker Education In Project-Based Learning Through Design For English As A Second Language Skills Development, Pratima Rani Banick

Journal of Research Initiatives

This study investigated the effectiveness of integrating a Maker Education (ME) approach within the PLT design, assisted by Computer-Mediated Tools (CMT), in enhancing the reading skills of Grade 10 ESL learners (aged 15–16) in an online ELT setting. Motivated by the growing need to foster creative and critical thinking and to address learners' lack of interest in traditional approaches to teaching academic reading, the study adopts an experimental design. Students were divided into two groups—a control group (n = 10) and an experimental group (n = 10)—using random sampling. The control group received instruction using the conventional teaching approach, while …

Texas Secondary Spanish Teachers’ Perceptions Of Factors Influencing Instructional Self- Efficacy, Satisfaction, And Effectiveness, Tana Verlane Palafox

Electronic Theses and Dissertations

Ongoing shortages of certified world language teachers and declining enrollment in secondary language programs have intensified concerns about teacher burnout, professional isolation, and instructional quality. Research has indicated that collaboration, targeted professional development, and supportive leadership influence teachers’ instructional self-efficacy, job satisfaction, and instructional effectiveness. However, limited research has examined how secondary Spanish teachers in Texas experience these issues. This qualitative collective case study explored how Texas secondary school Spanish teachers perceive the impact of their professional experiences on instructional self-efficacy, job satisfaction, and instructional effectiveness. Grounded in Bandura’s social cognitive theory and Vygotsky’s social constructivism, the study examined how …

Supporting English Language Learners: A Comprehensive Guide For Long-Term Success, Yana Shifrina-Piljovin

Journal of English Learner Education

Abstract

This literature review provides a thorough examination of the various multifaceted challenges encountered by Long-Term English Language Learners (LTELLs) in educational settings. It critically analyzes the effectiveness of current support systems and instructional strategies, synthesizes relevant recent research findings, and offers targeted recommendations aimed for educators and policymakers striving to improve educational outcomes for LTELLs. The review evaluates the efficacy of existing support frameworks and teaching methodologies, synthesizes contemporary research findings, and presents actionable recommendations for educators and legislators to enhance the learning outcomes of these students.

Supporting English Language Learners LTELLs) in classroom settings requires a deep understanding …

Are Testing Accommodations Helping Or Not? A Review Of English Learner (El) Accommodations On Standardized Tests, Cole Forbes

Journal of English Learner Education

This paper examines and critiques English Learner (EL) testing accommodation policies. They have been ineffective at increasing test scores and accessibility. The policies have mandated that EL students participate in high-stakes assessments with accommodations, and sometimes without them. The purpose of the accommodation is to create an even playing field for all test-takers, so that no subgroup is put at a disadvantage, which would compromise their scores and lead to misclassification of students. Laws and Acts such as the Bilingual Education Act of 1968, No Child Left Behind, and the Every Student Succeeds Act have updated and mandated a more …

Differentiated Instruction For Multilingual Learners: A Thematic Analysis Of Research And Practice, Mohsine Bensaid, Jiayuan Jiang

Journal of English Learner Education

Differentiated instruction (DI) is widely promoted as a means of supporting diverse learners, yet its enactment for multilingual learners (MLs) remains uneven and under-theorized in mainstream classrooms. This study examines how DI is conceptualized and implemented to support MLs by attending to learners’ linguistic, cultural, and academic profiles. Using reflexive thematic analysis, this qualitative synthesis examines 20 peer-reviewed empirical studies published between 2010 and 2024 in English-medium K–12 contexts in the United States, with particular attention to elementary settings when specified. Analytic interpretation was supported by practitioner-based reflection functioning as an interpretive lens rather than a separate data source. Four …

A Quasi-Experimental Study On The Effectiveness Of Achieve3000 On The Reading Comprehension Scores Of Ells With Ld, Paula P. Fields

Journal of English Learner Education

The purpose of this quasi-experimental pretest-posttest study was to determine if a significant difference existed in the comprehension scores of secondary English Language Learners with learning disabilities after treatment. The problem addressed is that a significant correlation exists between English language learners and learning-disabled students’ low reading proficiency scores and student achievement, leading to decreased graduation rates. Schema theory served as the theoretical foundation of this research because when the appropriate schema is activated, it helps increase comprehension. The research question guiding this study was: Is there a significant difference between the reading comprehension scores of high school English language …

Reading Comprehension Interventions For Multilingual Learners With Disabilities: A Systematic Review, Sariya Shabnam, Jennifer E. Smith, Samiratu Bashiru

Journal of English Learner Education

Multilingual learners with disabilities (MLWDs) face substantial barriers to reading comprehension given the intersecting challenges of language acquisition and disability (Artzi et al., 2022; Frates et al., 2024). Students with disabilities often need explicit, strategy-based instruction with modeling, guided practice, and scaffolding (Frates et al., 2024; Wawire et al., 2024; Moura, 2024). When learners are also multilingual, interventions must be linguistically accessible and responsive to diverse cognitive profiles (Moura, 2024; Sarisahin, 2020). MLWDs comprise 15.8% of English learners in U.S. public schools (NCES, 2024), yet research on effective comprehension interventions remains limited; most studies treat multilingual learners or students with …

Investigating The Impact Of Gamification And Humor On Student Engagement In An Esl Classroom, Joshua F. Filipowski

Wellspring: A Practitioner-Oriented Journal of Literacy and Language Education

This study explores the impact of gamification and humor on middle school students' engagement, participation, and learning outcomes. The researcher, an ESL teacher, sought to address students' boredom and disengagement by introducing games and humor into the classroom. The study involved 12 middle school English learners and employed both qualitative and quantitative methods, including journal entries, focus groups, and participation tracking. Findings indicated that students were more engaged and willing to participate during gamified activities, with slight but significant improvements in quiz scores. Students expressed a preference for jokes and games over traditional methods. The research suggests that incorporating humor …

Cultural Science Night, Jiyoon Yoon

Mavs Open Press Open Educational Resources - Archive

This book is to learn water and weather by integrating with other cultures. This textbook is organized around two interconnected components. The first component provides cultural knowledge of China, India, Korea, and Mexico. The second component focuses on culturally responsive science instruction created for the Cultural Science Night event, an occasion in which teachers present hands-on, culturally responsive science activities in collaboration with students.

If you need an accessibility accommodation or have questions about the use of this text, please contact Mavs Open Press.

Letters Across Languages: Building Community, Agency, And Joy Through Multilingual Penpalship Program, Yetunde S. Alabede

Michigan Reading Journal

This reflective article explores the Multilingual Pen-Pal Program, a free, community-based initiative that connects children across Nigeria and the diaspora through letter writing and storytelling. Grounded in ẹ̀bùngogy, an offshoot of ẹ̀bùnlingualism, a framework that views language transmission as a communal gift, the program embodies teaching as gifting. Through translanguaging, storying, and reflexivity, children and families engage in multilingual literacy practices that center care, reciprocity, and joy. This article highlights how the program bridges theory and practice, offering teachers practical ways to cultivate culturally sustaining and multilingual classrooms where literacy becomes a shared, liberatory act of connection.

Preparando Para Su Edad Y Su Futuro: Latina Mothers’ Perspectives Of Navigating Postsecondary Transition For Autistic Youth, Kristina Rios Dr., Katherine R. Brendli Brown, Genna Kieper, Cynthia Velasquez, Amber Brown Ruiz

Developmental Disabilities Network Journal

Families play a critical role in the education and service provision of Autistic students. However, much of the existing research on family involvement and expectations has centered on families of younger Autistic children and has disproportionately reflected the experiences of White families, even though Latinx families may include individuals of any racial background. Furthermore, while there is growing transition literature focused on families of color, Latinx families—particularly those with Spanish-speaking caregivers—remain underrepresented in studies examining the postsecondary transition. There is a critical need for research that captures Latinx caregivers’ perspectives on navigating the transition process and identifies how educators can …

Psycholinguistic Factors And Technology Appropriation In Efl Learning: An Instrumental Case Study, Marlon Vanegas Rojas, Claudia María Uribe Hoyos

The Qualitative Report

This instrumental case study described the psycholinguistic factors related to technology appropriation and language learning among English as a foreign language university students in Medellín, Colombia. Conducted at a private university’s language department, the 64-hour English course combined traditional and digital teaching methods with 22 participants from diverse undergraduate programs. Employing maximum variation sampling, the study captured perspectives across age, gender, technology appropriation, academic performance, and cultural background. Data collection included interviews, a technology appropriation self-perception survey, language proficiency tests, and classroom observations. Using the analytical framework of Miles et al. (2014) the analysis revealed that students relied on digital …

Navigating Intersectional Margins: A Multilevel Analysis Of First- And Second-Generation Immigrant Students’ Academic Outcomes Within Urban Coethnic Communities, Douglas D. Havard, Minh Truong, Sophie Nguyen, Richard Vo, Luis Truong, Nellie Nguyen, Ryan Dam

Education Faculty Articles and Research

This study examines how structural and cultural forms of capital interact to shape the academic attainment of first- and second-generation immigrant students within urban coethnic communities. Drawing on data from the Children of Immigrants Longitudinal Study and hierarchical multinomial logistic regression, we integrate Yosso's community cultural wealth and the cultural and structural coethnic frameworks to examine how socioeconomic resources, bilingual fluency, and coethnic community strength predict postsecondary outcomes. Findings reveal that strong coethnic networks, bilingual fluency, and faith-based participation offset structural disadvantage. Results reframe the immigrant paradox through an intersectional, asset-based lens, emphasizing community-driven supports for equity-focused urban education policy.

Voces Of Teachers And The Politics Of Literacy: A Case Study Of Multilingual Kindergarten In A Midwestern Urban District, Rachel Chapman

Dissertations, Theses, and Capstone Projects

The United States is home to more international immigrants than any other country in the world with about a quarter of its children learning two or more languages while growing up. This study explored teachers’ experiences with children's home languages as they learned English for the first time in a kindergarten classroom. In kindergarten, children build their emergent literacy skills as they enter the beginning stages of reading, when children use letter sounds to decode words. Because teachers have largely been left out of the debate about policy formation and curriculum on teaching reading, this study focused on teachers’ experiences …

“Language Learners As Ethnographers: A Case Study On A Pedagogical Approach To Developing Intercultural Communicative Competence”, Nihal El-Gameel

Theses and Dissertations

Despite the extensive theoretical models and frameworks for Intercultural Communicative Competence (ICC), pedagogical approaches to teaching culture remain underexplored. This study examined the effectiveness of integrating a pedagogical framework—the OSEE framework developed by Deardorff (2000)—within a language classroom context. Using a mixed-methods approach, data were collected through audio-recorded reflections, a questionnaire, an interview, and a final project video presentation in a single-case study design. Data analysis followed Miles and Huberman’s (2014) model of qualitative analysis, employing a funneling approach tailored to each research question: the first applied Chen and Starosta’s ICC model (1996;1999) the second used deductive thematic analysis to …

Students' Perceptions Of English Pop Culture, Andrew Ruffing

Theses and Dissertations

Abstract

The purpose of this study is to investigate AUC students’ perceptions of English pop culture. Literature has shown that pop culture can be a beneficial engaging resource for students in the classroom. It provides students with comprehensible input for the language. However, there are concerns that students are disproportionately exposed to American pop culture while learning English. The purpose of this study is to investigate what nation students typically associate with English pop culture as well as if they use it to connect with those around them or the world outside their culture, as well as investigating their perceptions …

The Voices Of Educators And Elders: Examining A Supplemental Educational Program Through A Culturally Responsive Lens In Gullah Geechee And African American Communities, Kelly D. Shelton

Dissertations

African American students in South Carolina experience historical educational suppression (Anderson, 1988; Bowers et al., 2018; Fabel, 2019). This qualitative case study investigated how the use of African Diaspora and Gullah Geechee culture in supplemental education programs supported the academic success of youth. Using a culturally and historically responsive literacy and critical race theoretical framing (Gay, 2013; Hammond, 2015; Ladson-Billings, 2014; Ladson-Billings & Tate, 1997; Mills, 1997; Muhammad, 2020), this study captured the voices and insights of community elders and program directors of The Village Group, that makes use of Gullah Geechee cultural, academic, and vocational practices to engage and …

The History Of Teaching Indonesian In The United States And Its Pedagogical Shift In The Late 20th Century, Eko Widianto, G.G. Weix, Michael Cullinane

Journal of Southeast Asian American Education and Advancement

The history of teaching Indonesian in the United States has received limited scholarly attention, despite the field's existence for over eighty years. This study traces its development and identifies three main phases. The first phase began during World War II, when Indonesian was taught primarily to meet military needs through a structural and drill-based approach. In the 1960s and 1970s, instruction was restructured to support academic research, with teaching materials and classroom practices aimed at developing reading skills and preparing students for fieldwork. From the late twentieth century onward, Indonesian programs increasingly adopted communicative approaches influenced by broader trends in …

Policy: District, State, And National: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Policy: District, state, and national: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 26 annotations from recent and seminal literature regarding policies across various levels impacting the education of English Learners (ELs) and Multilingual Learners (MLs). These annotations build on the annotations regarding policy in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for …

English Language And Literacy Development/Proficiency: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

English Language and Literacy Development/Proficiency: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 16 annotations from recent and seminal literature English language and literacy development and proficiency for English Learners (ELs) and professional development for teachers of ELs. These annotations build on the annotations regarding English language and literacy development and proficiency in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (CEEL, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who …

Comprehensive National Research: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Comprehensive National Research: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 4 annotations from national research publications regarding English Learners (ELs) and Dual Language Learners (DLLs). These annotations build on the annotations of comprehensive national research in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs and DLLs.

The …

Biliteracy And Bilingualism: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Biliteracy and Bilingualism: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding biliteracy and bilingualism. These annotations build on the annotations regarding biliteracy and bilingualism in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors provide a comprehensive selection of …

Teaching/Professional Development: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Teaching/Professional Development: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 36 annotations from recent and seminal literature regarding teaching English Learners (ELs) and professional development for teachers of ELs. These annotations build on the annotations regarding teaching and professional development in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for …

Confessions Of A Beginning Dutch Learner, Kristin Lems

Faculty Publications

I have studied, taught about, and learned new languages throughout my lifespan. In fact, it has been the very core of my teaching career.  Now, I have the humbling experience of testing those truths against a new enterprise:  learning Dutch.  I spent last summer in the Netherlands, pursuing family roots and acquiring what Dutch I could.  I took no formal classes but did attend a free dropin class at the local library, where - believe me - I was the lowest learner in the lowest group! Here are some of my insights, from notes taken during that summer:

Making Inquiry Accessible: Inquiry-Based Design And Instruction For English Learners In Secondary Social Studies Classrooms, Meghan T. Hawkins

Theses and Dissertations--Education Sciences

This dissertation explores inquiry-based instruction for English Learners (ELs) in secondary social studies classes. The first article explored the existing literature in the field. The second article considered instructional design choices that could increase learning outcomes in an inquiry designed for ELs, implemented in a culturally and linguistically responsive classroom. Finally, the third article is an exploratory case study that examined how a secondary high school social studies teacher and ESL co-teacher designed and implemented inquiry-based instruction in a co-taught ESL class. The research questions included: 1. How do teachers build trust in a culturally and linguistically responsive social studies …

Exploring Asian International Teaching Assistants’ Experiences In The U.S. Tesol Teacher Education: A Raciolinguistic Perspective, Yangyang Zhu, Woongsik Choi, Tirtha Karki

Faculty Publications - College of Education

Asian international teaching assistants (ITAs) in U.S. teacher education experience a range of challenges preparing predominantly white preservice teachers (PSTs). Few studies have examined the teaching experiences of Asian ITAs who also serve as teacher educators in a predominantly white institution (PWI). In this study, we, three Asian ITAs as well as TESOL teacher educators, used collaborative autoethnography to explore our experiences of preparing PSTs to teach multilingual learners at a large public U.S. midwestern PWI. Using raciolinguistic ideologies as the theoretical framework, we analyzed data from our teaching journals, curricular materials, and discussions. We found ourselves feeling frustrated with …

A Proposal For Cal Poly Humboldt Spanish Language Family Orientations In Order To Increase First-Gen Latine Student Matriculation And Retention, Xelha B. Puc

Cal Poly Humboldt theses and projects

First-generation college students, defined as those whose parents did not complete a 4-year degree, face distinct challenges when pursuing higher education. Although all first-gen students face significant barriers to success, additional aspects of student identity can further impact their access to institutional support and resources. This project addresses the particular needs of first-generation Latine undergraduate students, who may face additional challenges related to language barriers, limited access to institutional knowledge, financial barriers, and cultural expectations. While existing research highlights the disparities students of this population face, less attention is given to the critical role family support can play in shaping …

When Hearts Beat In Two Languages: Enabling Access To Biliteracy Pathway Recognitions For Latine Linguistically Expanding Learners (Lexls) In K-8 Schools Across A Southern California School District, Mayra C. Orozco

CGU Theses & Dissertations

This qualitative nested case study examined how Biliteracy Pathway Recognitions (BPRs) are implemented and accessed for Latine Linguistically Expanding Learners (LExLs) in one Southern California school district. Although California has expanded opportunities for students to earn recognitions that value bilingualism and biliteracy, little research has examined how these policies are implemented at the elementary and middle school level and how families navigate access to these opportunities. Guided by Honig’s (2006) policy implementation framework of policy, people, and places and Yosso’s (2005) Community Cultural Wealth (CCW) model, this study explored how district and school personnel implemented BPR policies and how families …

The Role Of Academic Vocabulary Instruction In Supporting Secondary English Learners' Science Proficiency, Chue Seng Her

All Electronic Theses and Dissertations

This literature review examines the extent to which academic vocabulary instruction influences secondary English learners’ (ELs’) science proficiency. Science learning requires students to interpret complex texts, engage in academic discourse, and construct evidence-based explanations using discipline-specific language, which may present challenges for ELs. This review provides an overview of research on language demands in science and instructional approaches that support vocabulary development. Findings indicate that academic vocabulary plays a critical role in students’ ability to comprehend scientific content, participate in discourse, and communicate reasoning effectively. Instructional approaches such as explicit vocabulary instruction, scaffolding, discourse-based strategies, reciprocal teaching, cognitive strategy instruction, …