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

Master of Education in Teacher Leadership Portfolios

No abstract provided.

A Science Teacher’S Experiences When Fostering Intercultural Competence Among Students In Multilingual Classrooms: A Narrative Study, Uma Ganesan, Amanda R. Morales

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

Increased globalization of the world economy, growth in human migration, and rapid devel-opments in science and technology have required people to develop intercultural commu-nication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building in-tercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger …

Lcd 720: Teaching English Sound Structure, Dana Calvet

Open Educational Resources

This syllabus is part of a graduate teacher preparation program for English to Speakers of Other Languages (ESOL). Students learn about phonetics and discuss methods and approaches for teaching English pronunciation in NYC schools to multilingual learners. They also discuss current issues related to teaching pronunciation in schools, such as accent bias, accepting multiple Englishes, and English language hegemony.

Culturally Responsive Literacy Instruction And Social–Emotional Teaching Practices For Linguistically Diverse Learners In The United States, Wing Shuen Lau

Education Dissertations

This dissertation includes two previous research studies with a central theme to sustain and advance culturally and linguistically responsive practices in literacy instruction, which are essential for promoting diversity and equity. This work highlights the need for a more holistic approach to English language teaching that integrates culturally responsive teaching and social–emotional learning. Culturally responsive teaching recognizes the importance of cultural and linguistic diversity in the classroom. Social–emotional learning focuses on developing students’ emotional intelligence and interpersonal skills, which are critical for academic success and overall well-being. Both studies call for a greater diversity of language teacher preparation curricula and …

Use Of Vocabulary Strategies To Aid English Language Learners In A General Education Biology Classroom, Virginia Perry

All Dissertations

The demographics of the typical American classroom continue to present as a more diverse student population with the increase of English Language Learners (ELL) entering public schools. General education teachers on a secondary level are challenged with incorporating academic language instruction into content instruction for ELLs. Many of these teachers seek appropriate instructional strategies to teach ELLs academic language skills related to literacy to comprehend the specific content taught at the secondary level. A deeper understanding of language and skill acquisition within a secondary classroom can help guide future efforts in implementing effective literacy strategies to address ELLs’ academic language …

How Preservice Teachers Develop Awareness And Beliefs About Design Features And Academic Language Features When Choosing And Evaluating Digital Math Games For English Language Learners, Allison L. Roxburgh

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This mixed methods study examined how preservice teachers developed awareness and beliefs about design features and academic language features when choosing and evaluating digital math games for English language learners. The overarching research question for this study was, “How do preservice teachers develop awareness and beliefs about design features and academic language features when choosing and evaluating digital math games for English language learners (ELLs)?” During the study, 21 elementary preservice teachers participated in online learning modules about design features and academic language features in digital math games. During the modules, preservice teachers chose and evaluated three digital math games …

Supporting English Language Learners: Preparing Content Area Teachers To Promote Academic Achievement Among Culturally And Linguistically Diverse Learner Populations., Molly K. Roesler

Culminating Experience Projects

Teachers throughout the United States continue to be ill-prepared to support the evergrowing English Language Learner (ELL) population. ELLs often experience less academic achievement than their non-ELL peers. One factor in this academic gap is the amount of preparation content area teachers receive. Content area teachers are not sufficiently prepared to teach ELLs because of the lack of training they receive in Second Language Acquisition theories and strategies. This project examines what the research has identified as negative factors that result in lack of teacher preparation, and how to address these factors. Additionally, the project examines what the research highlights …

Developing Intercultural Competence In Multilingual Science Classrooms: A Narrative Study, Uma Ganesan, Amanda Morales

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

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering discourse and building intercultural competence among students is a common blind spot in teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger study, this narrative inquiry explores the phenomenon of intercultural competence development through the lived …

Exploration Of Lived Experiences Of Science Teachers Of English Language Learners: A Transcendental Phenomenological Study, Uma Ganesan

The Nebraska Educator: A Student-Led Journal

English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study is …

What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman

Journal of STEM Teacher Education

STEM teacher educators are aware that we teach far more than content-specific methodology. Educators need to guide STEM teachers in the knowledge and skills to support emergent multilingual students (English language learners, or ELLs) by simultaneously developing their STEM content learning and scaffolding their language acquisition (Hoffman & Zollman, 2016; Suh, Hoffman, & Zollman, 2020). Research identifies the family unit having a profound effect upon student learning and educational choices. Educators, educational researchers, and policymakers alike recognize the importance of family involvement in education (Grant & Ray, 2019). Although previous family engagement initiatives have focused on teaching families from a …

K-3 Teachers' Perspectives On Culturally Responsive Teaching For Linguistically Diverse Learners, Carol E. Herbert

Walden Dissertations and Doctoral Studies

AbstractU.S. schools are diverse due to an increasing number of culturally and linguistically diverse (CLD) learners. Researchers recommend using culturally responsive teaching (CRT) that connects race and literacy, culture, and language with CLD learners. If K-3 teachers do not use CRT practices, CLD students’ English proficiency will be delayed, which may negatively influence self-esteem, academic achievement, social skills, and mobility through society. The purpose of this basic qualitative study was to explore Title1 K-3 primary and resource teachers’ perspectives of CRT practices used with CLD learners. Gay’s theory of CRT, featuring teacher attitudes, culturally diverse curriculum content, culturally congruent instruction, …

Exploration Of Lived Experiences Of Science Teachers Of English Language Learners: A Transcendental Phenomenological Study, Uma Maheshwari Ganesan

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

English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Although educational leaders, policy makers, and researchers have emphasized the importance of STEM for the country’s continued prosperity, both education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could …

Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano

Q2S Enhancing Pedagogy

The Community of Practice Q2S Enhancing Pedagogy where I participated focused on “Supporting and Mentoring Teacher Candidates during Teaching Performance Assessment”. This CP discussed and shared information on best pedagogical practices for teaching, supporting, and mentoring preservice teachers as they engage in identifying students with specific academic needs before planning, delivering, assessing and reflecting on tasks required by the state-mandated assessment (CalTPA). This test is required for certification. My contributions to this CP resulted in this reflection/handout. The most salient topics were Implementing Effective Instruction, which means being able to know and apply Standards-based Instruction, SDAIE methods, Lesson Planning, …

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …

Attending To Conditions That Facilitate Intercultural Competence: A Reciprocal Service-Learning Approach, Rachel M. B. Collopy, Sharon Tjaden-Glass, Novea A. Mcintosh

Teacher Education Faculty Publications

Although service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service-learning associated with positive change in diversity-related attitudes. We extend that work, conceptualizing a reciprocal service-learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning’s core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental …

Best Approaches For English Acquisition With Primary English Language Learners, Roxanna Gario

Walden Dissertations and Doctoral Studies

The education reform that took place in the emirate of Abu Dhabi set the standard that all students attending state-governed schools would be literate in their native language of Arabic as well as English, which was being taught in schools as a second language. However, school data documented achievement gaps in English reading among English language learners (ELLs) at a primary school in Abu Dhabi. The purpose of this study was to investigate the best approaches used by English medium teachers to teach reading to ELLs in order to provide recommendations for student improvement. Guided by Krashen’s monitor model, this …

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 …

Mainstream Teachers Learning To Teach English Language Learners : Uncovering The Systems Of Teacher Professional Learning, Alma Morel

Theses, Dissertations and Culminating Projects

In this qualitative study, I followed three teachers as they participated in a sheltered English instruction professional learning initiative planned and implemented by their school district for purposes of preparing middle school science and social studies teachers to teach English language learners (ELLs). I explored the professional learning process of these teachers and how the ideas to which they were exposed in the professional learning initiative moved into their classroom practices, if at all. The study was guided by a complexity perspective, from which teacher professional learning was conceptualized as emerging from nested systems. In general, the study sought to …

Project On Designing Activities For Teaching Grammar, Sunny Hyon

Q2S Enhancing Pedagogy

This document outlines a project for a course in second language acquisition taken by undergraduates who intend to be high school or university teachers/professors. The project asks the undergraduates to design a sequence of activities for teaching English language learners (ELLs) a particular English grammatical construction, and to connect those activities to reading or writing assignments in their future classrooms. The students also must explain how their activities will facilitate ELLs' grammatical learning, drawing on research on language acquisition presented in the course.

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 …

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 …

The Impact Of Rigorous Curriculum In Transitional Kindergarten And Kindergarten Classrooms, Lauren Clough

Dissertations, Masters Theses, Capstones, and Culminating Projects

Educators across the world are being asked to teach academic skills to increasingly younger students. The purpose of this research project was to examine the impact that using rigorous curriculum had on transitional kindergarten and kindergarten educators as well as how rigorous curriculum affected the self-esteem of students. A particular shortcoming in the available literature is the lack of research discussing rigorous curriculum used in early elementary classrooms that contain mostly English language learners and how that affects the teachers and students. This project used a mixed methods approach in order to collect qualitative data from detailed interviews using open-ended …

Literacy Support Through Visual Art For English Language Learners, Claire E. Kiewel

All Electronic Theses and Dissertations

There are many academic, emotional, and social benefits that Visual arts curriculum has on K-12 students. Among those students, English Language Learners (ELL) have very specific language needs that may prevent them from being able to stay in art class as a result of needing time to receive additional language and literacy support. Research shows the number one hurdle for ELL students to overcome is disengagement. The National Arts Education Association (NAEA) reports that visual arts education can be more beneficial to disengaged students because the arts have the ability to engage students who would otherwise be alienated. ELL students …

Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin

Walden Dissertations and Doctoral Studies

This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to …

International Students' Use Of English Language-Learning Strategies At A Private High School, Bobetta Young

Walden Dissertations and Doctoral Studies

International students in the United States enroll in private and public high schools with a goal to graduate and attend an American university. This goal is often difficult to achieve because these students are not acquiring the academic English necessary to be successful in a post-secondary setting. The purpose of this qualitative case study was to investigate what language-learning strategies (LLS) a group of East Asian international students at a private American high school had self-regulated and what strategies their content area teachers had taught them to use to become proficient in academic English. The conceptual framework was Oxford's findings …

The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward

Doctoral Dissertations

Access and equity of instructional and assessment practices used with English Language Learners (ELLs) have been in the forefront of educational research. In recent years, the developments in computerized assessment design and the prevalence of Universal Design for Learning have complicated the already complex terrain of literacy and language instruction and assessment of ELLs. Within this context, the present study focuses on the daily experiences of two third-grade ELLs in a small city school system in the southeast United States. Through classroom observations, interviews with teachers and administrators, and document analysis, this comparative ethnographic case study aims to explore systematic …

Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez

TAPESTRY

Researchers have argued that teacher education programs fail to prepare effective teachers for the increasing English language learner (ELL). In response to the under preparedness of pre-service teachers (PSTs) for ELLs, the authors designed a six-module online lab course for a group of 22 TESOL minor PSTs. The content of the modules included knowledge of ELLs and their parents, the socio-political context of teaching ELLs, and strategies of teaching knowledge and content to ELLs. PSTs reported they benefited from the learning opportunities these modules provided, including: familiarizing them with the challenges ELLs faced, the importance of and ideas for involving …

Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Interdisciplinary Journal of Problem-Based Learning

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …

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.

Teachers' Perceptions In Developing Robust Vocabulary Instruction At An American International School, Cathleen S. M. Lee

Walden Dissertations and Doctoral Studies

At an international school in Taiwan, English learners have struggled to meet the U.S. national average in vocabulary on standardized testing instruments. This problem has become more significant since 2009. The purpose of this research was to conduct a case study on successful vocabulary teachers to determine their perceptions of effective teaching. Knowles' andragogy, Brookfield's self-directed, experiential learning, and Vygotsky's social constructivist framework provided the conceptual framework for this study. The research questions focused on teachers' perceptions of why they were successful in teaching vocabulary in English. The study site had access to quantitative data regarding previous standardized testing results; …