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Can Addressing Language Skills For Fifth Grade Ells In A Multiplication Curriculum Help Address The Achievement Gap In Math? A Multiplication Workbook For Big Kids, Michelle Douglas
Master's Projects and Capstones
Currently, the state of California has 1,332,405 students from grades k-12 who speak a language other than English at home (Caledfacts, 2016). When I started my first year teaching fifth grade with 95% of my students being English language learners (ELLs), I was surprised to see an achievement gap of two to three years in my student’s reading and math skills. I found that my student’s developmental language and math skills contributed to a lack of engagement during math time. Upon further research, I found that these three factors play a role in the wide achievement gaps between ELLs and …
English Only? Enrichment Of English Language Learner Education, Laura R. Hinton
English Only? Enrichment Of English Language Learner Education, Laura R. Hinton
Capstone Projects and Master's Theses
Due to pressures to acquire the English language, English Language Learners (ELL) have school schedules inundated with English Development and other English acquisition classes. This means most ELL students have few opportunities to take elective courses. Furthermore, ELL students at the basic proficiency level have Science and Social Studies excluded from their schedules. Additional challenges for ELL students include being segregated from their English only (EO) peers and inadequate development and training of teachers serving ELL students. Interviews were conducted with Administration, the English Language (EL) Specialist, and ELL Students at Wakefield Middle School, to better understand ELL students’ educational …
Elementary Instructional Best Practices For English As Secondary Language Teachers, Terrance Michael Bigley
Elementary Instructional Best Practices For English As Secondary Language Teachers, Terrance Michael Bigley
Walden Dissertations and Doctoral Studies
A trending national concern is the increasing number of English language learners (ELL) who are being reclassified as long-term English language learners (LTELL) instead of progressing to the general education classroom. This trend is a local problem for the study elementary schools. Guided by sociocultural learning theory that outlined ESL best instructional practices, the purpose of this case study was to examine the instructional practices of elementary ESL teachers. Ten ESL teachers from each grade level from 1st to 5th grades were interviewed and observed. Analysis and organization of the data through its transcription and coding led to the emergence …