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Perceptions Of Parents Of K-5 English Language Learners Regarding Teacher-Parents Nights, Jean David Annulysse
Perceptions Of Parents Of K-5 English Language Learners Regarding Teacher-Parents Nights, Jean David Annulysse
Walden Dissertations and Doctoral Studies
AbstractFewer than 10% of the parents of K-5 English language learners (ELLs) participated in teacher-parents interview nights in a Northeastern United States urban public elementary school district. The purpose of this basic qualitative research was to identify the factors influencing the capacity of the parents of K-5 ELLs to participate in teacher-parents interview nights. The research question focused on identifying the factors influencing the capacity of the parents of K-5 ELLs to participate in teacher-parents interview nights. The conceptual framework was the school community theory developed by Epstein, which posits separate responsibilities of families and schools, shared responsibilities of families …
Exploring Elementary Education Teachers’ Instruction Of Academic Language For English Language Learners, Irina Malykhina
Exploring Elementary Education Teachers’ Instruction Of Academic Language For English Language Learners, Irina Malykhina
Walden Dissertations and Doctoral Studies
General education teachers who teach language arts, math, science, and social studies are challenged with incorporating academic language instruction into content instruction for English language learners (ELLs). Little is known about how general education teachers use instructional strategies for teaching academic language to ELLs. A deeper understanding of teacher experiences with implementing academic language instruction to ELLs can help guide future efforts to collaborate on implementation for effective literacy programs that address ELLs’ academic language needs. The purpose of this qualitative case study was to explore how elementary general education teachers plan, implement, and assess academic vocabulary instruction to ELLs. …
K-3 Teachers' Perspectives On Culturally Responsive Teaching For Linguistically Diverse Learners, Carol E. Herbert
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, …
The Effects Of Sheltered Instruction Observation Protocol Strategies On The Reading Proficiency Of English Language Learners, Robin Padget
The Effects Of Sheltered Instruction Observation Protocol Strategies On The Reading Proficiency Of English Language Learners, Robin Padget
Walden Dissertations and Doctoral Studies
English language learners (ELLs) need additional support to achieve academic success. The problem addressed in this study was the need to know if the sheltered instruction observation protocol (SIOP) support for ELL students was effective in improving their reading achievement. The purpose of this causal-comparative study was to determine if there was a significant difference in reading achievement scores between ELLs who received the SIOP support and those who did not. SIOP provides a framework for teaching both language and content instruction. Krashen’s language acquisition theory was used as the theoretical framework for this study. The research questions compared grade …