Digital Commons Network^™

Critical Intersections Through Poetry In A Tesol & World Language Graduate Education Program, Melisa Cahnmann-Taylor, Sharon M. Nuruddin, Kuo Zhang, Yixuan Wang, Amanda Brady Deaton, Xinyi Meng, Ashley Brown-Lemley, Ming Sun

Intersections: Critical Issues in Education

In this studio submission, Language Education students who took one or more poetry writing courses along with their instructor share one poem draft and critical reflection, noting the political climate of the work co-produced and inquiry regarding the impact of producing creative work as reflexive, critical teacher education scholarship. Together they draw a context and implications for creative and critical teacher education through shared poetry writing.

Problem-Solving Versus Solving Problems From The Esl Math Teachers’ Point Of View, Christopher Lacy

CUP Ed.D. Dissertations

Krulik and Rudnick (1996) defined problem-solving as explaining how math tasks contain the potential to provide intellectual challenges to enhance the mathematical mindset and development. English as a Second Language (ESL) students must learn math, increase their English language use, and grow literacy skills all in one setting. ESL teachers must examine how ESL students solve, make real-world connections, and build upon learned behavior with rigor. The purpose of this qualitative study was to comprehend how math teachers of ESL students apply problem-solving to benefit the overall educational experience of these students. The research question guiding this study asked: What …

Mayan Languages Education And Technology: A Case Study Of Kaqchikel And K’Iche’ Educators In Guatemala, Hector Palala

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

The purpose of this qualitative study was to describe and analyze how Mayan language instructors in the Faculty of Humanities at the Universidad de San Carlos de Guatemala use technology in their classrooms. In this research, indigenous professors shared their experiences as Kaqchikel and K’iche’ language instructors at the higher education level. A narrative qualitative case study was applied to discover the practices and insights of two Kaqchikel Mayan language instructor and one K’iche’ Mayan language instructor by addressing the following questions: (1) How do the professors use technology while teaching IDI3 Mayan Language in the Faculty of Humanities at …

Bicultural Development Of Students In A Dual Language Program, Quinn Wulbecker

Dissertations

Dual language programs are often viewed as enrichment programs for students of various language backgrounds. This study evaluated the long-term bicultural impact on students who participated in the Hawkins School District (pseudonym) Spanish-English dual language program. The participants in this study were graduates of the Hawkins Spanish-English dual language program who were in college or beginning their careers. These graduates participated in an interview to offer their perceptions on their current level of biculturalism and the extent to which their participation in the dual language program shaped it. The results of this study revealed that biculturalism is a possible outcome …

The Importance Of Multicultural Literature For Biracial Students, Haley Maldonado

Capstone Projects and Master's Theses

It is evident that many classrooms do not have literature that displays a multiracial character to reflect the biracial community which one of the fastest growing populations in the U.S. today. This senior capstone research project examines the benefits or multicultural literature displaying a multiracial character on biracial students through the use of literature review, teachers and librarian surveys. The results reveal that having biracial character reflected in the literature at schools bring them self-awareness and self-identity that affect their social skills and their academic achievement. Therefore, it is crucial that mixed-race students be represented through the literature in their …

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 …

No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Cristina Benavides

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 …

Methods Of Instruction For English As A Second Language: The Impact Of English As A Second Language Program Models On English Language Learners’ English Proficiency, Emily Elizabeth Casaletto

University Honors Program Senior Projects

The broad diversity of students learning English as a second language (ESL) has led to inadequate ESL programs among elementary, middle, and high school students in public school systems in the United States. Examined in the paper are the three main types of ESL instruction methods: English-only immersion, bilingual English, and sheltered English instruction. While there has been ample research on the various ESL programs, there has not been as much research on exactly how these programs affect the development of English for both ELL students who are born in the United States and those who immigrated to the United …

Writes Well With Others: Developing L2 Expertise In Writing Center Tutors, Vicki R. Kennell

Purdue Writing Lab/Purdue OWL Creative Materials

Written as a manual to help writing center directors develop multilingual training for their tutors, this document uses the case study of a locally-developed comprehensive L2 tutor training program to clarify administrative and practical concerns of program development and to offer material that can be used in such a training program. The introduction explores in detail the need for L2 training, clarifies variations between writers and between cohorts of tutors, examines the disconnects that can exist between theory and practice, and explains some of the theoretical conflicts that exist between writing center pedagogy and second language pedagogy. Subsequent sections discuss …

Chinese Transnational Adolescents’ Responses To Multicultural Children’S Literature In Culture Circles, Yuwen Chen

Boise State University Theses and Dissertations

The purpose of this study is to examine how Chinese transnational adolescents (CTAs) negotiate their identity based on their cultural knowledge and experiences through book discussion in Freirean “culture circle” (Freire, 2000, p. 120). This study is an interpretivist qualitative study of community-based action research (Glesne, 2010). The participants were seven American-born Chinese, two current Chinese and Taiwanese, and one Chinese adopted adolescent. Within the culture circles, CTAs responded to seven selected multicultural children’s literature which represents Chinese immigrants’ stories in the United States. The topics of the books included (1) who am I, (2) relationships with extended family I, …

No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Alisha Miranda

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 …

Escapando Las Trampas: Teacher Preparation For Mexicanas, Larissa Perez

Capstone Projects and Master's Theses

Developing Maestras face and overcome linguistic, academic and cultural forms of gatekeeping while trying to navigate through our current education system. For this Capstone Project, the impact that gatekeeping has on developing Maestras and how it affects their academic and professional aspirations was investigated. This is an important issue for developing Maestras, the University of Gringolandia as well as for the education system of Nepantla county. The success of developing Maestras Mexicanas closes the racial gap and directly impacts the student success rate within Nepantla county. The literature and data results analysis indicate that the gatekeeping practices that keep Mexicanas …

No Habla Español: Are Monolingual Teachers Getting The Support They Need?, Natalie Correa

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 …

No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Megan Ehrhardt

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 …

No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Selena Banuelos

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 …

A Phenomenology: Teachers Lived Experiences With Workplace English As A Second Language (Esl) Programs, Odilia Lineth Mitre Marciaga

Graduate Theses and Dissertations

This qualitative phenomenological study was designed to understand in-depth teachers lived experiences with workplace ESL programs. This study provides strategies and recommendations to improve the overall logistics of workplace ESL programs which can benefit the employer, the students, the institution, and the teachers. Strengthening the partnership and communication of all the parties can strengthen the program as whole as well. Data collection of the methodological process included in-depth face-to-face interviews with seventeen teachers during the summer of 2019.The data was managed and analyzed through initial and axial coding from which main themes emerged. Six key findings emerged from themes as …

Revealing The Resistant Capital Of Cambodian Youth: Using Photovoice As A Tool For Advocacy And Policy Change, Erin L. Papa

Journal of Southeast Asian American Education and Advancement

This paper explores the use of Photovoice as a tool for uncovering or developing resistant capital (Yosso, 2005) with youth for language education policy change. Using data from a Youth Participatory Action Research (YPAR) study on the relationships and tensions among the home, community, and school linguistic and social practices of emergent bilingual Cambodian youth in an urban district in the northeastern U.S., I argue that the development of resistant capital depends on various contextual and demographic factors. The Cambodian youth, who have been educated in a recursive bilingual environment (García, 2009) and are involved in a youth-led community organization …

Longitudinal And Geographic Trends In Family Engagement During The Pre-Kindergarten To Kindergarten Transition, Susan M. Sheridan, Natalie A. Koziol, Amanda Witte, Iheoma Iruka, Lisa Knoche

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The transition to kindergarten is foundational for children’s future school performance and families’ relationships with the educational system. Despite its well-documented benefits, few studies have explored family engagement across the pre- Kindergarten (pre-K) to kindergarten transition nor considered the role of geographic context during this period. This study examined trajectories of family engagement across the pre-K to kindergarten transition, and identified whether engagement differs for families in rural versus urban settings. Participants were 248 parents of children who participated in publicly funded pre-K programs and transitioned 1 year later into kindergarten. Home-based involvement increased from pre-K through kindergarten. School-based involvement …

Breaking The Secrets Behind The Polyglots: How Do They Acquire Many Languages?, Noprival Noprival, Zainal Rafli, Nuruddin Nuruddin

The Qualitative Report

In this study, participants acquired three types of language, those are regional, national and foreign ones. The purpose of this research was to explore how Indonesian polyglots acquire several different languages. We collected data through demographic questionnaires and semi-structured interviews obtained from nine participants. Four salient themes and sub-themes that emerged in this research were (a) mastering languages through instructed learning (learning in formal educational institution and learning in informal educational institution), (b) gaining extra amounts of languages input beyond the classroom (getting more access to a national language environment and getting more access to foreign languages environment), (c) learning …

Convening The World: True Access And Global, Synchronous Pedagogy In Regis University’S Master Of Development Practice, Emily Van Houweling, Nina Miller

Jesuit Higher Education: A Journal

This articles describes the characteristics of the global classroom in the Master of Development Practice (MDP) at Regis University and the many ways it expresses the Jesuit mission. The MDP program is grounded in the Jesuit ideals of inclusive access, cura personlis and social justice. Using Zoom videoconferencing, we synchronously connect with our students around the world. The second half of the article describes the research we are undertaking in our global classroom. Our pedagogy pushes the boundaries of what is possible in development education with a global student body in a synchronous classroom. In this environment we are investigating …

Service-Learning Research For Development: An Option For The Poor In Practice Through Social Analysis And Community Engagement, Thomas M. Kelly, Kate L. Nolt

Jesuit Higher Education: A Journal

A group of faculty, staff and students from Creighton University conducted a research project using a strengths-based approach to create a community health needs assessment (CNHA) in the fall of 2017. The instruments, including a survey to determine health status, a focus group questionnaire, an environmental scan and an individual interview instrument, were developed to help shift the paradigm from which many international medical missions are conducted with Creighton’s community partner in the Dominican Republic, the Centro de Educación para la Salud Integral (CESI). In the process of creating, developing, implementing, assessing and reformulating this strength-based CHNA, researchers encountered both …

Bridging The Cultural And Linguistic Divide Through Virtual Exchange, Diane Ceo-Difrancesco, Carolina Marturet De Paris, Oscar Kennedy Mora, Xóchitl León Oyarzabal, Edison Rene Santacruz Bastidas, María Mena-Böhlke, Olaf Böhlke

Jesuit Higher Education: A Journal

The AUSJAL/AJCU Virtual Exchange Program maximizes the strengths of the Jesuit educational mission and its network to establish sustainable partnerships across borders, language and cultural divides. Initiated in 2006 as a grass roots project between two language instructors, the collaboration has grown to involve 22 universities, 29,561 students and 200 instructors in an innovative, high impact practice that leverages technologies to foster global engagement through virtual interaction. This study documents the perspectives of U.S. and Latin American students participating in virtual exchange experiences at five Jesuit universities. Specifically, research methodology included qualitative data collection to examine the impact of a …

Using The Linguistic Experiences Of Youth And Their Families As Curriculum: The Language Box Project, Molly A. Perara-Lunde Ms.

Language, Literacy, and Sociocultural Studies ETDs

This qualitative curricular case study investigated the implementation of a project called the Language Box in a seventh grade Humanities classroom in Albuquerque, New Mexico. I worked with the classroom teacher to design the Language Box project, which focused on the language use practices of the students and their families. We designed the project with the goal of addressing issues of home language loss, bilingualism, and English language acquisition. The students in the classroom were almost exclusively Hispanic, many came from low income families and some were undocumented. Each student acted as a researcher, investigating the language use practices in …

A Practical Application Of Analytic Guiding Frame (Agf) And Overall Guiding Frame (Ogf): An Illustration From Literacy Education, Su Li Chong

The Qualitative Report

This paper illustrates how the Analytic Guiding Frame (AGF) and the Overall Guiding Frame (OGF) are applied when analytic shifts occur in qualitative data analysis. Analytic shifts mainly occur when a proposed analytical method is found to be not fully amenable for analysis because of the contextually-bound nature of qualitative data. In this paper, the illustration located in the field of literacy education revolves around how a methodological and analytical problem was confronted during the fieldwork/analysis stage of research and how analytic negotiations were made with the help of the AGF/OGF framework. From here, it is proposed that much more …

Should An Effective Language Learning Be Through The Development Of Just One Language Skill?, Victor Daniel Gil Vera Vdgv, Bairon Jaramillo Valencia, Nancy Biviana Cardona, María Alejandra Cifuentes, Shirley Alejandra Jimenez, Laura Marcela Martínez

The Qualitative Report

This paper is intended to identify how teachers’ emphasis on writing influence the learning process in an English class, taking into account that the development of the four language skills is essential for learning a second language to gain an effective communication. this study adopts some main concepts related to English teaching and learning, which are: language skills, writing and learning process. Then, in order to recognize this educational case, this study follows a qualitative approach, a hermeneutic paradigm and a case study, using a non-participant observation, a participant observation, a semi-structured interview and some task-based learning (TBL) sessions which …

Silently Struggling In A New World: Exploring English Language Learners With Language Disabilities

Symposium of Student Scholars

With the awareness that Spanish speaking households compose a significant number of students in English language learning (ELL) programs, this researcher will be illuminating areas of academic ambiguity where language learning overshadows learning disabilities in the United States— a country with no official language. This phenomenon will be thoroughly examined using textual methodologies such as secondary analysis, theoretical study, and an extended literature review to describe how these correlations negatively impact students with English as a secondary way of expression. By emphasizing this gap within academia, it is the hope of the author that additional teacher-created resources will be readily …

Multilingual Tutors' Experiences And Practices In Online Sessions, Petra Jurova

All HCAS Student Capstones, Theses, and Dissertations

This thesis explores multilingual tutors’ diverse cultural and linguistic backgrounds and examines how those elements affect their tutoring practices in online sessions. While previous scholarship has examined multilingual student experiences, direct experiences of online multilingual tutors are relatively unexplored. For this study, four tutors were interviewed. The interviews revealed that tutors perceive their multilingualism as a strength in how they relate to multilingual students and their writing while also experiencing challenges related to assumptions made about their linguistic abilities. In online sessions, clarity and purposeful communication is key and multilingual tutors communicate clearly, often code-switching, which enhances understanding, efficiency, and …

Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea

Open Educational Resources

No abstract provided.

Rearing The Collective: The Evolution Of Social Values And Practices In Soviet Schools, 1953–1968, Svetlana Rasmussen

Department of History: Dissertations, Theses, and Student Research

This study examines the functioning of the Soviet school system and how the generation of Soviet children born from 1945 to 1952 internalized Soviet ideology in the school setting. The study argues that the knowledge, skill sets, and social networks Soviet schools provided the postwar generation were forged in the school collectives in the complex negotiation of suretyship relationships. Ideological and administrative agendas of the regional, city and district departments of education forced teachers and students to establish and maintain the relationships of poruka or mutual responsibility for the obligation imposed from above.

The study focuses on the administrative, teaching, …

What Does Cultural Competence Mean To Preservice School Librarians? A Critical Discourse Analysis, Kafi D. Kumasi, Renee F. Hill

School of Information Sciences Faculty Research Publications

In order to provide culturally responsive instruction to all students, school library professionals need to recognize the various discourses around cultural competence that exist in the field of library and information science (LIS) and understand the broader meanings that are attached to these discourses. This study presents an evaluation of the underlying ideologies that are embedded in the textual responses of a group of LIS students reporting on their perceived levels of cultural competence preparation.