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Articles 1 - 7 of 7
Full-Text Articles in Education
Engaging English Learners In Purposeful Discourse In Elementary Mathematics, Karlyn E. Davis-Welton
Engaging English Learners In Purposeful Discourse In Elementary Mathematics, Karlyn E. Davis-Welton
Walden Dissertations and Doctoral Studies
Teachers are experiencing a change in practice, from teacher-centered to student-centered, which affects their work with English learners (ELs) in third through fifth grade mathematics classrooms. The implementation of student-centered discourse practices is essential to orchestrating productive mathematical discussions. However, the common practice is teacher-centered instruction where teacher talk is prevalent. Although the school district in this study provided professional development (PD) to address student-centered practices, PD for teaching ELs to interact in English in their mathematics classrooms remained to be addressed. The purpose of this study was to gain an understanding of teachers’ experiences with new discourse practices and …
Pathways And Assessment Effects On Composition I For Hispanic Non-Native English Speakers, Tammy L. Perez
Pathways And Assessment Effects On Composition I For Hispanic Non-Native English Speakers, Tammy L. Perez
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the absence of a clearly defined pathway to Composition I for Hispanic non-native English-speaking students (HNNESS) testing below college level English at the study site. The purpose of the study was to identify an optimal pre-college English pathway for HNNESS using the college assessment of basic skills (CABS) and the pre-college English pathways (English for speakers of other languages (ESOL) pathway vs Developmental English pathway) on grade point average (GPA) in Composition I. Language acquisition theory framed the study. The research question focused on the effect of CABS performance and type of pathway …
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. …
Exploring The Strategies English As A Second Language Teachers Use To Teach Students, Unika Lasha Felton
Exploring The Strategies English As A Second Language Teachers Use To Teach Students, Unika Lasha Felton
Walden Dissertations and Doctoral Studies
AbstractIn the local school district under study located in southern United States, English as second language (ESL) students are experiencing lower than expected standardized testing scores according to expectations set forth by the state Department of Education. The purpose of this project study was to explore the strategies ESL teachers use to teach ESL students. The conceptual framework was Gagne’s conditions of learning theory, which is used to assess students’ lack of preparation for future academic and career success. The research question asked what strategies ESL teachers use to teach ESL students. A qualitative exploratory case study with purposive sampling …
Perceptions Of Acculturative Stress And English Language Learning In Latino Immigrants, Jamilah L. Byrom
Perceptions Of Acculturative Stress And English Language Learning In Latino Immigrants, Jamilah L. Byrom
Walden Dissertations and Doctoral Studies
AbstractThe process of English language learning (ELL) is a phenomenon, within the acculturation process, that poses challenges for first-generation Latino immigrants and potentially contributes to the susceptibility to acculturative stress. There has been little research on how second language acquisition influences acculturative stress. This study examined the perceptions of the experiences of young adult Latino immigrants who completed an English language learning program in the Washington, DC Metropolitan area. A generic qualitative study using face-to-face virtual interviews inquired about first-generation, young adult Latino immigrants’ perceptions of acculturative stress relative to experiences in adult ELL programs. Berry’s model of acculturation guided …
Elementary Teacher's Evolving Pedagogy Using Siop To Support Reading Instruction For English Learners, Karisa King
Elementary Teacher's Evolving Pedagogy Using Siop To Support Reading Instruction For English Learners, Karisa King
Walden Dissertations and Doctoral Studies
Improving reading instruction for English language learner (ELL) students is a growing concern at a K-5 urban elementary school in a large city in a Midwest state. Classroom teachers are challenged in their knowledge and skill set to consistently and effectively integrate the Sheltered Instruction Observation Protocol (SIOP) model in their classrooms to support ELL student reading success. The purpose of this case study was to investigate how elementary classroom teachers, as adult learners, evolved their pedagogy while implementing the SIOP model in the reading instruction of ELLs. The conceptual frameworks used in guiding this qualitative case study were drawn …
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 …