Education Commons^™

Assessing Language Learners In Mathematics: A Single-Subject Ab Quasi-Experimental Study Exploring The Impact Of Dual Language And Monolingual Classrooms On Achievement, Molly M. Scheidt

Dissertations, Theses, and Projects

Dual language classrooms provide instruction for language learners to use their first language (L1) as well as their second language (L2) to learn academic content. The goal of the study was to impact the decision-making among educational leaders who may be challenged by the dual language classroom due to the logistics and financial demands such a program possesses for school district leaders. A single-subject AB quasi-experimental study explored the impact of one monolingual mathematic classroom and making it into a dual language classroom providing a Spanish interpreter during whole group math instruction time. The model that was delivered replicates what …

Self-Study Portfolio Evi Francey Kampouri Lagonik, Evi Francey Kampouri Lagonik

Master of Education in Teacher Leadership Portfolios

No abstract provided.

Beyond The Label: Multimodal Strategies For Working With Multilingual Learners, Reka C. Barton

The Montana English Journal

This paper encourages teachers to move beyond the label of English language learner, and the possible connotations and limitations that may be associated with the designation, and instead expand their notions of the possibilities of working with linguistically diverse students. In this expansion, multimodality can serve as a basis for instructional strategies that would benefit multilingual learners and their classmates. Two strategies are offered, Visual Thinking Strategies and Talking Drawings. Both strategies move past the modes of reading and writing, and allow entry points via visual modalities which offers more opportunities for multilingual learners to access content and express themselves.

Effects Of Socioeconomic Status On English Language Learners' Success In School, Abbie Ashcraft

M.Ed. Literature Reviews

This research paper focuses on the effects of socioeconomic status on English language learners' overall success in school. The aspects of success discussed in this paper pertain to academics, social-emotional learning, and home practices, beliefs, and environments. Most English language learner students come from low socioeconomic status households and enter school with little to no English proficiency. This puts them at a much higher risk of developing academic struggles because of the need for more resources and opportunities, on top of acquiring a new language. They are also more likely to develop emotional and behavioral problems because of internalized behaviors …

Academic Outcomes For English Language Learners In Arkansas Better Chance Public Pre-K, Emily M. Jordan, Sarah C. Mckenzie

Arkansas Education Reports

Analyses of large-scale public pre-Kindergarten programs in several U.S. states suggest that students with limited English proficiency differentially benefit from such pre-K programs, compared to their English-proficient peers. This analysis describes long-term outcomes of Arkansas public school students who participate in the Arkansas Better Chance (ABC) pre-K program. Specifically, we are interested in subgroup outcomes for students with limited English proficiency. We analyze three cohorts of students, those enrolling in Kindergarten in Arkansas public schools in the fall of 2011, 2012, and 2013. We identify whether students in each Kindergarten class attended ABC or not, and we follow their academic …

A Quantitative Study Of The Effects Of A Summer Literacy Camp To Help Mitigate Summer Learning Loss For Students Entering Grades 1-5, Patricia O'Regan

Theses and Dissertations

The purpose of this study is to see if a summer literacy camp was able to help mitigate summer learning loss for students entering grades 1-5. Students attended a five-week summer program that focused on literacy with a STEM component. Some of the students who attended were economically disadvantaged, some were English Language Learners (ELLs), some were both and others were neither. The one thing they all had in common was that they were all reading below grade level. This study collected reading data from the spring to the fall to see if the summer literacy camp was able to …

Investigating Outcomes For English Language Learners In Arkansas Better Chance (Abc) Pre-K, Sarah C. Mckenzie, Josh B. Mcgee, Emily Jordan, Charlene A. Reid

Policy Briefs

Students with limited English proficiency face a number of educational challenges, and there are dramatic achievement gaps between these students and their English proficient peers. This brief describes the 3rd, 4th, and 5th grade outcomes of English Language Learner (ELL) students who attend Arkansas Better Chance (ABC) pre-Kindergarten, a state-funded program that is free to income-eligible families. Results indicate that ABC has the potential to improve academic outcomes for ELL students in Arkansas.

Breaking Silence: The Voices Of Syrian Refugee Children In The Canadian Classroom, Sara Shahbazi, Alyssa Palazzolo, Geri Salinitri

Journal of Global Education and Research

The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District’s growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences.

Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing

Journal of Multicultural Affairs

This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported …

Parent Involvement In Contested Times: A Brief Analysis Of The Effects Of Anti-Immigrant Policies On Latinx Immigrant Parent Involvement, Maria Isabel Morales

CGU Theses & Dissertations

How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement.

This qualitative case study grounded in Critical Inquiry and Cultural Historic Activity Theory examined the perceptions and experiences of 5 …

Small Group Reading Instruction For English Language Learners In Grades 3-5, Emily Peters

All Graduate Projects

This project highlights best practices for small reading group instruction for third through fifth grade English language learners in the general education classroom. By completing a literature review, a journal article was developed to report the pros and cons of heterogeneous and homogeneous groupings for reading instruction. Data from the National Assessment for Educational Progress (NAEP) and the OSPI Report Card were used to discuss a need to raise student reading proficiency scores.

Considering Ells When Planning Lessons, Jim Ewing

Faculty Publications

Teachers typically prepare lesson plans for non-ELLs and then attempt to “retrofit” lesson plans for ELLs. This article offers suggestions for planning mathematics lessons that meet ELLs’ needs.

Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv

Catalyst: A Social Justice Forum

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.

Third Grade Science Teachers' Perspectives On Implementing Sentence Frames And Word Banks During Science Lectures To Increase The Writing Levels Of English Language Learners, Mary-Margaret M. Shimada

Honors Undergraduate Theses

Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study …

The Implementation And Modification Of Three 4th Grade Social Studies Content Lessons For English Language Learners And Students With Disabilities, Benelly Peralta

Graduate Student Independent Studies

The focus of this investigation was to take three general social studies content lessons created for a general education classroom and modify them for the particular needs of students with disabilities and English language learners.

Common Strategies Used By Kindergarten Teachers To Instruct Reading To English-As-A-Second-Language Students, Emma Kaye Penn

Electronic Theses and Dissertations

This research was designed to describe, analyze, and interpret what reading strategies experienced kindergarten teachers believe are essential to instruct English-as-a-Second-Language learners how to read. Through in-depth interviews, experienced kindergarten teachers were given a voice to describe what they consider essential reading strategies to instruct English-as-a-Second-Language learners to learn how to read.

The participants were four licensed, non-probationary kindergarten teachers instructing reading in English to a minimum of 51% English-as-a-Second-Language population. Selected kindergarten programs were consistent in program design. Processes were influenced by the gateway approach. The stories teachers told about their experiences in teaching ELLs how to read was …