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Umschreiben: A Lesson Plan For Introducing Circumlocution Skills In A German Classroom, Janelle Carter

World Languages and Cultures Activities and Assignments

Objectives:

• Introduce ways to handle communication breakdown
• Create authentic representations of our personalities: this is something we often do in our first language when we forget a word
• Increase social competence and increase willingness to communicate (will and skill, p. 82)

Idioms Are Indeed The Yellow Of The Egg: A Lesson Plan For Introducing German Idioms, Janelle Carter

World Languages and Cultures Activities and Assignments

Objectives:

• Introduce the linguistics of idioms.
• Assist students in identifying the appropriate situation to use a given idiom, contributing to students’ social linguistic and social competence (Parks, p. 82).
• Assist students in crossing the threshold of being an observer of the language and associated cultures, into being a participant. They will be able to “press their thumbs” for luck and understand more than just train station.

Deutscher Patriotismus?: Lesson Plan For Exploring German Patriotism, Janelle Carter

World Languages and Cultures Activities and Assignments

Objectives:

• Compare and contrast the differences in expressing patriotism between the US and Germany
• Introduction to the involvement soccer has in Germany’s culture, even for non-soccer fans

Threading The Needle: Teaching Critical Reading And Writing In The Age Of Ai, Emily A. Durham, Andrea A. Berta

Humanities

All instructors--but particularly instructors who must teach students specific disciplinary ways of reading and writing--face a difficult position with AI. Students will need to use AI in collegiate and professional writing, but using AI for assignments can hinder critical thinking skills crucial to analyzing and correcting AI output. This presentation demonstrates three practices from our developmental English classrooms: a critical reading and writing summary assignment, AI-resistant rubrics, and an exercise to help students evaluate AI-generated suggestions on how to review their work. These activities are designed to help students develop crucial AI-literacy skills to help them succeed in an increasingly …

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

Annotated Bibliographies

Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers 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 …

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

Annotated Bibliographies

English Learners with Disabilities: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding English Learners (ELs) who are dually identified as students with disabilities. These annotations build on the annotations regarding ELs with disabilities 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 …

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

Annotated Bibliographies

Designated ELD: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 19 annotations from recent and seminal literature regarding designated English Language Development (d-ELD). These annotations build on the annotations regarding designated ELD 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 English Learners.

The contributors provide a comprehensive selection …

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

Annotated Bibliographies

Research-Practice Partnerships: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 17 annotations from recent and seminal literature regarding research-practice partnerships between universities and districts and schools. These annotations build on the annotations regarding university and district partnerships 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 …

Bilingual Teacher Preparation: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Bilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding the preparation of preservice teachers preparing to be bilingual teachers. These annotations build on the annotations regarding bilingual teacher preparation 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. …

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

Annotated Bibliographies

Assessment: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 18 annotations from recent and seminal literature regarding the assessment of English Learners and Multilingual Learners. These annotations build on the annotations regarding assessment 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 …

College, Career, And Course Access: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

College, Career, and Course Access: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 13 annotations from recent and seminal literature regarding educational practices that impact the opportunities available to English Learners’ (ELs) in secondary schools and beyond. These annotations build on the annotations regarding college, career, and course access 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 …

How Self-Perceptions Relate To Recorded Proficiency: An Action Research Project Aimed At Implementing A Supplemental Reading Program For Balinese Students, Katherine L. Johnson

2025 Fall Honors Capstones Projects - Archive

English as a Foreign Language (EFL) education has had a complex history globally. This is especially true for Bali, Indonesia, where tourism is the main driver of the local economy. Learning English is highly valued, yet many students are left struggling to build the skills needed to rise above the local poverty line. In this action research study, the primary goal was to analyze students’ reading proficiencies to recommend the implementation of a reading program that could be appropriately tailored to individual students. This was done through administering a reading test, tracking both comprehension and reading speed, and a survey …

Toward A Welcoming Classroom: Assessment Of Student Perceptions Of Writing Education In Introductory Honors College Courses, Hilary K. Snow

Honors in Practice Online Archive

This study examines student perceptions of an introductory-level writing program in honors at a large, public R1 university. Author considers the efficacy of pedagogical interventions aimed at identifying gaps in the experience of writing for students from BIPOC and first-generation backgrounds and at developing more inclusive teaching practices. Collective revisions to the program’s writing philosophy, objectives, and rubrics helped instructors gain clarity and consistency across sections. A two-part survey was conducted at the beginning and end of the semester, and metrics were calculated for all respondents (N = 176) and targeted subgroups (n = 37; n = 30). …

Understanding Assessments For Adult English Learners: A Case Study Of Second Language Acquisition And Development, Chi Ma

Theses and Dissertations--Education Sciences

While standardized tests have become the norm for assessing language proficiency, they may not effectively capture the diversity of adult immigrants, including their backgrounds, experiences, and varying levels of language proficiency. Grounded in experiential learning theory, sociocultural theory on second language acquisition, and concepts of identity, motivation, and investment, this study explored how the Adult English Learning (AEL) program utilized different types of assessments, what the needs and goals of AEL students were in learning English, and how various stakeholders, including teachers, students, and program coordinator, perceived current assessments reflecting students’ needs and goals.

The findings of the study reveals …

Meeting The Needs Of English Learners With And Without Disabilities: A Team Approach To Intervention, Silvana M. R. Watson, Tara Donahue

Human Movement Studies & Special Education Faculty Publications

Educating English learners (ELs) in inclusive classrooms requires a team of educators with diverse expertise and knowledge in culturally and linguistically responsive assessment and instruction. To address the unique needs of ELs, we offered three graduate-level courses to the educators over a 9-month period. Teams of three to five educators from various schools were encouraged to apply. This group included administrators, general, and special education teachers, among others. The purpose of this study was threefold: (1) to expand research on professional development for in-service elementary educators working with ELs in elementary schools; (2) to investigate whether the 9-month team approach …

Afghan Students Are More Than Just English Learners, Farilla Saboor

Cal Poly Humboldt theses and projects

This thesis examines the strengths that Afghan students and their families bring to U.S. schools and how these strengths are often overlooked. Drawing on my experience as an Afghan immigrant, math teacher, and bilingual instructional aide, I explore how Afghan students, parents, and teachers describe these cultural, linguistic, and relational assets that shape students’ learning and sense of belonging. I use the Community Cultural Wealth (CCW) and Funds of Knowledge (FoK) as guiding frameworks to understand the aspirational, linguistic, familial, social, navigational, and resistant capital present in participants’ experiences (Moll et al., 1992; Yosso, 2005).

I conducted qualitative interviews with …

Long-Term English Learners: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding the education of students considered Long-term English Learners (LTELs), a subgroup of English Learners (ELs) who have not attained English language proficiency after six or more years. These annotations build on the annotations regarding LTELs 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 …

The Impact Of Bilingual Teacher License, And Years Of Experience On Bilingual Student Reading Achievement Across Multiple-Grade Levels, Cuauhtemoc D. Reyes

Theses and Dissertations

The body of literature had an ongoing debate of which certification or license type had a greater impact on student achievement. Nevertheless, there were insufficient studies that focused on the impact of certification type and years of experience in the Bilingual camp. Therefore, the purpose of this dissertation was to explore the findings of the various impact Bilingual teacher license, years of experience, and both Bilingual license and years of experience had on Bilingual student reading achievement. Hence, the dissertation used a quantitative causal-comparative design and explored the research questions. The findings varied from grade levels, school years, and languages. …

Sonic Photovoice And Critical Literacy: Listening To And Sounding What Is Me, What Is Not Me, And What Is Between, Alexander Chadwell

Theses and Dissertations--Curriculum and Instruction

This study examined sonic photovoice, a sound-based arts research method, as a tool for developing critical literacy in middle and high school students. Participants found and recorded sounds related to three categories, “what is me,” “what is not me,” and “what is between,” composed a sound collage using the sounds, and reflected on the experience. Framed by 4EA cognition, participatory sensemaking, and relational and everyday aesthetics, the study explored how listening and sounding shaped students’ conceptions of self and reality. Data from recordings, journals, and interviews suggest that the sonic engagement can foster relational, emergent understandings of self and …

The Influence Of Letrs Volume 1 On Elementary Teachers’ Perceptions And Practices Around Systematic Phonics Instruction In A Rural School In North Carolina, Katherine P. Wise

Doctor of Education Dissertations

This dissertation is a mixed methods study that examined the influence Language Essentials for Teachers of Reading and Spelling (LETRS) Volume 1 had on elementary educators’ perceptions and practices around systematic phonics instruction in a rural, Title I elementary school in North Carolina. Adult learning theory was the theoretical framework used to ground this study. A sequential explanatory design was used: Quantitative data were collected through surveys, and qualitative data gathered through interviews were used to help frame and explain the quantitative data. Both data sources overwhelmingly supported that the completion of this professional learning positively influenced teachers’ perceptions of …

Analysis Of Pre-Service Teachers’ Personal Metaphors About Foreign Language Teaching, Juan Luis De La Montaña Conchiña, Guadalupe De La Maya Retamar, Magdalena López-Pérez

Australian Journal of Teacher Education

This study analyses the characterisation and evolution of the personal metaphors of a sample of 34 trainee foreign language teachers, through a questionnaire of open-ended questions that included asking the participants to make drawings representing the roles of the teacher. Four categories of metaphors were considered for the analysis: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential. The results indicate that most participants were able to conceptualise their image of the teacher in the form of metaphors. The pre-service teachers’ metaphors represented are mainly cognitivist/constructivist and behaviourist/transmissive. When comparing them before and after the internship in the primary schools, most of them did …

Bridging Language Barriers: How Secondary Teachers Support English Language Learners In The Classroom, Mason Daniel Smith

West Chester University Doctoral Projects

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to …

Guidelines For Designing Efl Textbooks To Promote Critical Reading Using Out-Of-Class English Materials, Chudakarn Pakarasang

Chulalongkorn University Theses and Dissertations (Chula ETD)

The purposes of this mixed methods study were to 1) examine the extent to which critical reading instruction is embedded in Thai upper-secondary classrooms, and 2) propose guidelines for designing EFL textbooks to promote critical reading using out-of-class English materials for upper-secondary students. Data were collected through a questionnaire, classroom observations, and follow-up interviews. The research instruments consisted of 1) Teacher’s Critical Reading Teaching Practice Questionnaire, 2) observation field notes, and 3) semi-structured interview questions. The participants in the first phase were 91 English teachers in Bangkok, selected through purposive and convenience sampling. From this group, four model teachers were …

The Implementation Of Digital Extensive Reading To Enhance Reading Ability For Chinese Efl Learners, Xiaoyi Wu

Chulalongkorn University Theses and Dissertations (Chula ETD)

The objectives of this study were: (1) to investigate the effect of Digital Extensive Reading on Chinese junior high school EFL learners’ reading ability, encompassing vocabulary knowledge, reading comprehension, and reading fluency; (2) to explore these learners’ opinions on DER. The participants were fifteen A2-level junior high school learners in China, selected via convenience sampling and engaged in nine 120-minute DER sessions. Both qualitative and quantitative data were collected. For the first research objective, descriptive statistics, the Wilcoxon signed-rank test and effect-size calculations were employed to analyze pre- and post-test scores on vocabulary knowledge and reading comprehension. Thematic analysis was …

ผลการสอนซ่อมเสริมภาษาไทยโดยใช้วิธีดิกโทกลอสที่มีต่อการฟังเพื่อความเข้าใจของนักเรียนกลุ่มชาติพันธุ์, กุลสตรี มันทิกะ

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยนี้มีวัตถุประสงค์เพื่อ 1) เปรียบเทียบความสามารถในการฟังเพื่อความเข้าใจของนักเรียน ก่อนและหลังได้รับการสอนซ่อมเสริมภาษาไทยโดยใช้วิธีดิกโทกลอสทั้งในภาพรวมและจำแนกตามระดับการฟัง และ 2) ศึกษาการเปลี่ยนแปลงความสามารถในการฟังเพื่อความเข้าใจของนักเรียนระหว่างได้รับการสอนซ่อมเสริมภาษาไทยโดยใช้วิธีดิกโทกลอส ตัวอย่าง ได้แก่ นักเรียนกลุ่มชาติพันธุ์ลัวะที่ใช้ภาษาไทยเป็นภาษาที่สองในโรงเรียนมัธยมศึกษาขนาดใหญ่ สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษา เขต 1 จำนวน 25 คน โดยใช้วิธีการเลือกตัวอย่างแบบเจาะจง เครื่องมือที่ใช้ในการวิจัย ได้แก่ แบบวัดความสามารถในการฟัง เพื่อความเข้าใจและแผนการจัดกิจกรรม ผลการวิจัยพบว่า 1) นักเรียนมีคะแนนเฉลี่ยความสามารถในการฟังเพื่อความเข้าใจโดยภาพรวมหลังได้รับการสอนซ่อมเสริมสูงกว่าก่อนได้รับการสอนซ่อมเสริมอย่างมีนัยสำคัญ ทางสถิติที่ระดับ .05 เมื่อพิจารณาจำแนกตามระดับการฟังเพื่อความเข้าใจ พบว่า ทั้ง 5 ระดับ มีคะแนนเฉลี่ยหลังได้รับการสอนซ่อมเสริมสูงกว่าก่อนได้รับการสอนซ่อมเสริมอย่างมีนัยสำคัญทางสถิติที่ระดับ .05 และ 2) ผลการวิเคราะห์ข้อมูลเชิงคุณภาพเพื่อศึกษาการเปลี่ยนแปลงความสามารถในการฟังเพื่อความเข้าใจ ของนักเรียนระหว่างได้รับการสอนซ่อมเสริมภาษาไทยโดยใช้วิธีดิกโทกลอส พบว่า นักเรียนมีความสามารถในการฟังเพื่อความเข้าใจหลังการสอนสูงกว่าก่อนการสอนในทุกระดับการฟัง

How Effective Structured Linguistic Phonics Instruction In K-2 Classrooms Support Early Literacy Development, Madison G. Dorn

All Electronic Theses and Dissertations

This literature review explores what current research shows about how young children learn to read and what kinds of instruction best support students in kindergarten through second grade. The studies make it clear that early readers benefit from structured, explicit instruction in phonemic awareness, phonics, and letter–sound relationships. Researchers such as Ehri and the National Reading Panel demonstrate that helping children connect the sounds they hear to the print they see is essential for building strong decoding and word recognition skills. Several intervention studies highlight how small-group instruction, intentional modeling, and consistent routines can significantly help struggling learners. The review …

Looking Beyond The Achievement Gap: An Inquiry Into Bridging The Divide Between Teacher Preparedness And English Learners’ Literacy Success, Sean Rhoads

Theses and Dissertations

English Learners (ELs) in early childhood and elementary settings continue to face a significant literacy achievement gap compared to their non-EL peers. A qualitative action research study was conducted in a suburban Midwest district to examine how teacher preparedness, instructional practices, and professional development influence EL literacy development. Through teacher interviews, surveys, and classroom observations, the study identified key challenges, including limited EL-specific training, minimal collaboration with EL specialists, and inadequate instructional resources. Aimsweb Plus data confirmed a widening literacy gap, reinforcing the need for culturally responsive teaching, improved collaboration, and targeted interventions. The findings emphasize the importance of sustained …

A Comparative Study Of Machine Learning Models For Javanese Wuku Classification: Exploring Svm, Naïve Bayes, And Cnn For Cultural Texts, Danang Arbian Sulistyo, Aji Prasetya Wibawa, Didik Dwi Prasetya, Fadhli Almu'iini Ahda, Agung Bella Putra Utama

Knowledge Engineering and Data Science

This study rigorously evaluates machine learning models for classifying culturally significant Javanese Wuku texts from the “Keagamaan atau Spiritual” category, a domain challenged by unique linguistic nuances and limited digitized resources. We compared Support Vector Machine (SVM), Naïve Bayes, and Convolutional Neural Network (CNN) on texts from five pivotal Wuku types (Sinta, Galungan, Kuningan, Sungsang, Warigalit) sourced from sastra.org, aiming to identify the most effective computational approach. The dataset comprises N = 1419 documents (T = 751.290 tokens), with per-class document counts reported for all five Wuku types. Our evaluation uses accuracy, precision, recall, F1-score, and …

Researching English Teacher Development And Classroom Instruction In Indonesian Madrasahs And Pesantren, Anne-Coleman Webre, Editor, Donald Freeman, Editor, Gloria Romero, Abdul Syahid, Didin Nuruddin Hidayat, Lois Scott-Conley, Martha Epperson, Dedi Irwansyah, Siti Nurul Azkiyah, Atik Yuliyani, Agus Sufyan, Diana Erlina, Rahmah Firthriani, Hanung Triyoko, Faishal Zakaria, Anne Burns, Waliyadin Waliyadin, Nur'aeni Nur'aeni

World Learning Publications

This collection is an account of the research network, and resulting research studies, that were part of the English Language Teacher Training Project, organized by World Learning, a U.S-based non-governmental organization, with funding through the U.S. Embassy’s Regional English Language Office in Jakarta, and with the support of the Indonesian Ministry of Religious Affairs. The network had a shared research focus—to examine the experiences of English language teachers in Indonesian madrasahs and pesantren in the Project. These teachers were completing National Geographic Learning’s ELTeach Program, a suite of two on-line courses, while also receiving support and coaching from local university-based …

The Impact Of Self-Study Apps On University Efl Learners: A Radical Constructivism’S Perspective, Tuyet Thi Tran, Bhudtree Wetpichetkosol, Xoan Thi Tran

Journal of Educational Technology Development and Exchange (JETDE)

This article examines the impact of self-study apps on out-of-class English learning among first-year non-major university students in EFL contexts in Thailand and Vietnam. Grounded in Radical Constructivism, the study highlights how these tools foster learner autonomy through goal setting, progress monitoring, and independent study behaviors. Over 16 weeks, 200 participants used the apps, with 78% Vietnamese and 71% Thai learners reporting consistent engagement. Quantitative findings revealed their effectiveness in promoting self-regulated learning, while qualitative data emphasized flexibility, personalization, and motivation through gamification and real-time feedback. However, challenges such as limited cultural localization, inadequate interaction opportunities, and technological barriers, particularly …