Digital Commons Network^™

Instructional Practices Of Career And Technical Teachers Toward English Language Learners, Alan Kendall Crouch

Walden Dissertations and Doctoral Studies

In Midwestern high schools, English language learners (ELLs) who are enrolled in Career and Technical Education (CTE) classes transition from school to the workforce at unacceptably low levels. This loss of opportunity has been linked to CTE instructional practices. The purpose of this study was to explore the instructional practices used by CTE teachers to support ELL instruction and how the teachers perceive those practices to improve ELL transition from school to the workforce. The conceptual framework included Freire's critical consciousness theory, which holds that it is important to include learners in the learning process. The framework grounded the study …

System Challenges For Bilingual Clinical Social Work In Forensic Settings, Roberto G. Arroyo

Walden Dissertations and Doctoral Studies

Little information exists about challenges that bilingual clinical social workers face when engaging individuals with Limited English Proficiency (LEP) in forensic settings, which may influence the efficacy of services provided. Bilingual clinical social workers in the U.S. state of South Carolina lack operational guidelines to assist people with LEP who are involved in forensic matters. The purpose of this study was to explore challenges that affect delivery of bilingual clinical social work to people with LEP in forensic settings. Ecological systems theory served as the conceptual framework for this study. Purposive and snowball sampling methods led to the participation of …

Mandarin Teachers' Experiences Using Technological Pedagogical Content Knowledge In Early Childhood Classrooms, Francesca Pugh-Opher

Walden Dissertations and Doctoral Studies

The focus of this research study was on the experiences and perceptions of Mandarin Chinese teachers who used technologies and innovative instructional methods to teach second language skills to young learners. The conceptual framework drew on 3 theories: (a) Vygotsky’s sociocultural learning theory, (b) Schӧn’s action theory, and (c) Mishra and Koehler’s technological pedagogical content knowledge (TPACK). The research questions focused on the experiences of early childhood teachers integrating TPACK to teach Mandarin Chinese and how do early childhood teachers perceive the use of instructional methods to teach Mandarin Chinese. Purposeful sampling was used to identify 8 Mandarin Chinese language …

Response To Intervention For English Language Learners, Robin Adele Rivas

Walden Dissertations and Doctoral Studies

Researchers in schools have had differing interpretations of effective implementation of response to intervention (RTI) models that have resulted in educators' confusion and misperceptions of the programs, especially with elementary English language learner (ELL) students. The purpose of this case study of 4 schools in an urban school district in the midwest was to explore how teachers used experiential, linguistic, and culturally responsive research-based instructional strategies in their classes to meet the needs of ELLs. Additionally, the RTI team process was explored to discover what experiential, linguistic, and culturally responsive research-based indicators they considered during the RTI decision making process …

Influence Of Two Instructional Models On Reading Achievement Of Esl Middle School Students, Thomasine Campbell Hassell

Walden Dissertations and Doctoral Studies

English as second language (ESL) students are not meeting reading proficiency standards

compared to their native English-speaking middle school peers. To address the low achievement

scores among ESL students, the study site implemented an instructional hub in which trained

ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The

purpose of this quasi-experimental study was to examine the difference in reading achievement

scores between ESL students who participated in the instructional hub and those who

participated in traditional instruction. Krashen's second language acquisition theory and Terrell's

natural approach theory provided the framework for the study. Archival data from …

Language Teachers' Perceptions Of Barriers To New Language Acquisition For English Language Learners, Maryse Lorie Austin-Archil

Walden Dissertations and Doctoral Studies

Walden University

College of Education

This is to certify that the doctoral study by

Maryse Lorie Austin-Archil

has been found to be complete and satisfactory in all respects,

and that any and all revisions required by

the review committee have been made.

Review Committee

Dr. Peter Kiriakidis, Committee Chairperson, Education Faculty

Dr. Nori Mora, Committee Member, Education Faculty

Dr. Glenn Penny, University Reviewer, Education Faculty

Chief Academic Officer and Provost

Sue Subocz, Ph.D.

Walden University

2019

The research site was an urban public high school. The study problem was that language teachers reported to school administrators challenges they had when …

Teachers' Perceptions Of Implementing Differentiated Instruction For English Language Learners, Mary E. Pegram

Walden Dissertations and Doctoral Studies

Administrators and teachers are concerned that English Language Learners (ELLs) in an urban elementary school in a southern part of the United States are not meeting required state standards in reading. Teachers have indicated that they do not always know how to differentiate instruction for ELLs. The purpose of this qualitative case study was to investigate teachers' implementation of differentiated instruction for ELLs. This research study was guided by the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's theory of implementing differentiated instruction. The research questions investigated teachers' perceptions of differentiated instruction and their professional development for mediating …

Teachers' Perceptions Of The Adoption Of New Pedagogies In Kazakhstan, Phillipa Schulleri

Walden Dissertations and Doctoral Studies

Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and systems approaches and emotional intelligence conceptual frameworks. A conceptual framework constructed from three theories of motivation, …

Developing A Complex Portrait Of Content Teaching For Multilingual Learners Via Nonlinear Theoretical Understandings, Kara Viesca, Kathryn Strom, Svenja Hammer, Jessica E. Masterson, Cindy H. Linzell, Jessica Mitchell-Mccollough, Naomi Flynn

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

“It’S Ok. She Doesn’T Even Speak English”: Narratives Of Language, Culture, And Identity Negotiation By Immigrant High School Students, Lydiah Kananu Kiramba, James Alan Oloo

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso’s community cultural wealth (CCW) framework, we present participant narratives that speak to both similar and divergent experiences, which demonstrate a deep understanding of complex social issues presenting both tensions and opportunities for African immigrant and refugee student educational success in the United States. The study draws implications for rephrasing normative thinking about emerging multilingual students of African descent and developing a culturally responsive pedagogy for all students.

Life Outside Your Comfort Zone: The Power Of Reflection For Cultural Adjustment, Jobila Sy, Natalie Cruz

Educational Leadership & Workforce Development Faculty Publications

This reflective paper explores the different experiences of two higher education professionals who utilized intentional reflection to help with the transition to new countries and cultural environments. One story focuses on how the higher education professional grappled with different challenges even though her new environments afforded her a novel privilege of membership in a racial and religious majority. The other higher education professional’s story discusses her transition from life as a member of the majority to a member of the minority in a different religious and racial context. The paper concludes by sharing recommendations for how other higher education professionals …

Re-Evaluating Bilingual Education Within The U.S. Public Education System, Stephanie Nunez`

Scripps Senior Theses

This thesis explores the potential of bilingual education for the future of American (U.S.) democratic society. It places an assessment of bilingualism in the larger history of the relationship between education and a vision of American democracy. The research focuses on the importance of being multilingual for a democratic society, and argues why bilingual education should be made available to students during the elementary years of their education. This study analyzes the state of California’s educational policies and concludes that viewing bilingual education through assimilationist lenses hinders students’ character and professional opportunity. It promotes acculturation and accommodation without assimilation as …

Diversity Plan: Academic Year 2018/2019 Status Report, Illinois Mathematics And Science Academy

Diversity, Equity, and Inclusion: Resources

This has been a year of transition, moving from the 2014 Board Approved Diversity Plan to the development of its’ next rendition, the Equity and Excellence plan, as directed by the 2018 Board Approved Equity and Excellence policy. During this year of transition, the shift in who is driving this work has moved from a voluntary Diversity committee to the Senior Leadership Team (SLT). To ensure that previous Diversity initiatives continued, there were focused Project Teams who implemented aspects of the diversity plan throughout the year, but not at the same magnitude as in previous years. The focus of this …

Global Aviation System: Towards Sustainable Development, Marina P. Bonser Dr.

International Journal of Aviation, Aeronautics, and Aerospace

Aviation around the world has integrated into a global system. As the integration process continues, more aspects and levels of it need to be lead towards the sustainable development of the whole system via advancing strategic management, global communication proficiency, and technological expertise. It becomes essential to enrich global language (English) proficiency with cross-cultural communication competence not only for communication in the air but also for airport security, passenger and cargo services, aircraft and equipage engineering, building, and maintenance. Nowadays lower levels of management need more advanced strategic thinking and problem solving skills, and higher levels of management need global …

Online Language Acquisition And Leadership In Higher Education-Governed Intensive English Programs: A Rasch-Based Diffusion Of Innovation Study, James Brandon Decker

Theses and Dissertations--Education Sciences

Research has indicated accredited, U.S. higher education-governed intensive English programs (IEPs) often struggle financially due to a scarcity of resources (namely students) because of political and global economic factors and increased competition (ICEF Monitor, 2017; IIE, 2017; Ladika, 2018; Soppelsa, 2015). However, few IEPs advertise online language acquisition (OLA) courses despite the increase in online study methods at the higher education institutes governing the programs and its use by competitors. The purpose of this study was to determine the status and extent of OLA diffusion in U.S. IEPs, how IEP directors and faculty perceived OLA, and whether they perceived themselves …

How Much Do Emotional, Behavioral, And Cognitive Factors Actually Impact College Student Attitudes Towards English Language Learning? A Quantitative And Qualitative Study, Xin Zuo, Regina D. Weaver, Julia Macrae, Limin Wang

Intensive English Language Program Faculty Publications and Presentations

Researchers have proposed many multidimensional frameworks to identify significant and potential factors, e.g., educational background, positive feelings and career aspirations, that impact English learning attitude in second language acquisition. Yet, there is still very little research to graphically describe the interactions between these factors and how these factors directly or indirectly impact learning attitude. To this end, a questionnaire survey was conducted in Changchun University of Technology. Statistical measures and Bayesian network analysis were introduced to quantitatively and qualitatively analyze the collected data. Furthermore, the significant attitudinal differences between students majoring in the Liberal Arts or Sciences were investigated for …

Factors That Influence The Pronunciation Of Interdentals In Modern Standard Arabic And English By Egyptian Arabic Speakers, Yasmine Mohamed Dahy Sedeek

Electronic Theses and Dissertations

Although Modern Standard Arabic (MSA) has three different interdental fricatives /θ/, /ð/, and the emphatic interdental /ðˤ/, most Egyptian Arabic (EA) speakers do not pronounce these interdental fricative sounds, whether in Modern Standard Arabic (MSA) or in English, and instead substitute them with the sibilant /s/ and /z/, respectively (Schmidt, 1987), as in the examples ‘three’ and ‘the’. The factors which influence the pronunciation of interdentals by EA speakers vary from one study to another. For instance, Ahmed Ali (2014) and El Zarka (2013) refer to dialect interference in the second language acquisition of phonology, while other studies indicate some …

Do We Belong? Understanding How Program Directors Perceive The Role Of The Intensive English Programs On University Campuses, Irene Silas

UNF Graduate Theses and Dissertations

This qualitative case study examines the perspectives of leaders of five intensive English programs (IEPs) about their departments’ positions at U.S. public universities as well as their perceptions of the directors’ roles in developing visibility on campuses. The data was collected through interviewing and analyzed using the Constant Comparative Method which produced five distinctive themes: planned happenstance; belonging; funding; work with university; director’s role. The cross-case findings presented similar ideas from all of the participants – intensive English program legitimacy and visibility on campuses have still not been achieved. The findings from the study can aid IEP directors, and especially …

Deconstructing Language Ideologies With Self-Reflective Writing In An Efl Classroom In Haiti: A Critical Discourse Analysis Case Study, Javid Buchanan

Dissertations and Theses

This paper draws on data collected from a critical self-reflective writing workshop series within an English as a Foreign Language (EFL) classroom in The Republic of Haiti. This Critical Discourse Analysis (CDA) case study investigates 7 students’ critical self-reflection writing to uncover language-related ideologies embedded within the meaning-making experiences of multilingual language users at a community-based organization. Although students generally show positive or negative attitudes towards language, the use of critical classroom discourse allows students to move beyond generic positive and negative framing when talking about language. Using Gardner’s L2 learner motivation model, this case study explores “instrumental” and “integrative" …

The Effects Of Script Variation, Literacy Skills, And Immersion Experience On Executive Attention: A Comparison Of Matched Monoscriptal And Biscriptal Bilinguals, Sujin Yang, Hwajin Yang, Andree Hartanto

Research Collection School of Social Sciences

To examine script effects, monoscriptal Spanish-English (SE) bilinguals, who use two similar Roman alphabetic systems, were compared to biscriptal Chinese-English (CE) bilinguals, who use logographs and Roman alphabets. On the Attention Network Test, script effects were most evident in global processing efficiency (i.e., inverse efficiency and reaction time) and in the local network of executive control in favor of biscriptal CE bilinguals over matched monoscriptal SE counterparts. Literacy effects were found on the executive control network among Chinese-English bilinguals of high L1-literacy skills over their script- and immersion-matched counterparts, who varied only in low L1 literacy. In a similar vein, …

Biliteracy Development In A Second Grade Dual Language Classroom, Erika Harumi Aoki

Graduate Research Theses & Dissertations

This case study examines oral language development during structured guided reading instruction in English and Spanish in a second grade dual language classroom. The participants in this study included four focal second grade students identified as balanced emergent bilinguals. The four case studies offer insights into the development of five oral language components: phonological skills, morpho-syntactic skills, vocabulary, syntax and pragmatics in English and Spanish that students undergo as they develop biliteracy. The key findings showed code-switching as the main linguistic behavior students used to build on language skills as well as the need for modeling and offering structured opportunities …

Untapped Communicative Resources In Multilingual Classroom Settings: Possible Alternatives, Lydiah Kananu Kiramba, James Alan Oloo

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper presents a critical review of literature relating to language policy and literacy practices in education, with a particular focus on multilingual Kenya. Existing research on schooling in Kenya often draws attention to the use of languages that are distanced from students’ daily realities and localities. This article synthesizes research on literacy practices in Kenyan primary classrooms to explicate the current language-in-education policy and practices, and, to discuss their impacts on literacy access and knowledge production in the classroom. We argue that Kenya’s language-in-education policy, which informs curricula and teaching, and is itself grounded in monoglossic orientations, inhibits students’ …

Newcomer English Language Learners In High School Choral Music Education: An Ethnographic Case Study, Lisa Ann Serna

Open Access Theses & Dissertations

This five month long ethnographic case study seeks to add to the limited literature on Newcomers enrolled in choir (Carlow, 2006), by understanding the role a focused choral music education plays in their ability to listen, speak, read, and write in the English language. The study also seeks to contribute to the literature connecting language learning and choral music education. The purpose of the study was to understand Newcomer English language learners' (NELs) experiences of practice and performance in high school choir, as it relates to language learning and social belonging. Cultural Historical Activity Theory framed my study which allowed …

Preservando Nuestra Lengua Materna: A Project Based Curriculum Created For High School Spanish For Native Speakers Class, Angela Tovar Alvarado

Cal Poly Humboldt theses and projects

It is projected that by 2050, Latinos in the United States, who are a minority, will move to become a majority. With an increasing influx of Native Spanish speaking students in our schools, it is more than likely these students will take some type of Spanish class in their high school career. For many native Speakers, Spanish is their dominant the language, but the mechanics behind the language are unknown to them. In this paper, I review the literature on the history of Spanish language classes in the United States, and discuss how project-based learning (PBL) in the Spanish language …

Investigating Intercultural Communication Competence In Narrative Texts Of English Learners, Alexander Lee-Heng Tai

All Theses And Dissertations

The purpose of this research was to investigate the current levels of intercultural communication competence in fourth and fifth grade English Learners through narrative text composition within the researcher's English Learner classroom environment. This mixed-methods research was conducted as a response to the need for curriculum changes in preparing EL pre-service educators within the higher education system to become more proficient in the implementation of intercultural communication pedagogy. This action research was supported by a literature review including topics of intercultural communication pedagogy, linguistic relativity hypothesis, linguaculture, and English language development. The research questions that guided this study were: (1) …

Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty

Cal Poly Humboldt theses and projects

Emergent bilinguals are a growing demographic in the United States, but little research has been completed on certain aspects of language acquisition, such as the commonly known practice of using sentence frames as a means for academic language acquisition in the middle school classroom. In order to learn more about practices being implemented within my own classroom and to add to the body of research on academic language acquisition, I analyzed the effectiveness of student writing with and without use of sentence frames within the existing curriculum in a pilot study utilizing a mixed methods approach.

Teachers’ Self-Efficacy Beliefs In Relation To Perceived English Proficiency And Teaching Practices: An Investigation Of Chinese Primary English As A Foreign Language (Efl) Teachers, Yun Zhang

University of the Pacific Theses and Dissertations

Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL …

The Effects Of The Flipped Classroom Model On Students' Learning In A College English Class In Shanghai, China, Xiaoying Wei

University of the Pacific Theses and Dissertations

For many decades, college English teaching in China has been teacher-centered, mainly focusing on the enhancement of students’ four basic English language skills of listening, speaking, reading and writing, with little attention paid to the cultivation of students’ higher order thinking skills (Tang, 2016; Wang, Xu, & Zhou, 2016). The teacher-centered teaching approach has led to the problem that after having learned English for many years, students cannot speak English fluently (Dai, 2001). There has been a call for promoting the student-centered teaching model in China (NACFLT, 2000). One relatively new approach to support student-centered active learning is flipped instruction …

A Comparison Of Two Language-Supported Instruction Programs For English Language Learners, Maria De Los Angeles Barreto

Walden Dissertations and Doctoral Studies

Despite language differences, English Language Learners (ELLs) in U.S. public schools are assessed by the same standardized tests of English Language Arts (ELA) skills as are their English-speaking peers. ELLs have routinely performed poorly on the New York State ELA standardized assessment. ELLs are a significant portion of the population in New York City public schools; therefore, their continued poor performance puts some of these schools at risk for closure. Guided by Thomas's and Collier's framework for understanding Dual Language Immersion programs, the purpose of this quantitative quasi-experimental, archival study was to determine if significant differences in ELA standardized assessment …

Teachers Support For English Language Learners To Build Inquiry Skills In Online Biology Simulations, Hermione Joseph-Orelus

Walden Dissertations and Doctoral Studies

The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science …