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2015

ELLs

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Articles 1 - 9 of 9

Full-Text Articles in Education

Preparing Linguistically Responsive Teachers: Why Service-Learning Is Such A Good Idea, Sandra Rodriguez-Arroyo Oct 2015

Preparing Linguistically Responsive Teachers: Why Service-Learning Is Such A Good Idea, Sandra Rodriguez-Arroyo

Scholarship of Engagement

Research data will be presented on a service-learning experience through which teacher candidates (TCs) worked with ELLs from a local middle school. Even though TCs expressed concerns on their ability to communicate with the ELLs and their families, they engaged with them and confronted their own perceived barriers. TCs learned to overcome the communication barrier to implement quality academic experiences and in the process developed caring relationships with ELLs.


What Are The Effects Of The 6 +1 Writing Traits On The Attitudes And Writing Skills Of Fifth Grade Ells?, Leeann D. Forbes Sep 2015

What Are The Effects Of The 6 +1 Writing Traits On The Attitudes And Writing Skills Of Fifth Grade Ells?, Leeann D. Forbes

South Florida Education Research Conference

In the Bahamas, ELLs consist mainly of Haitian descent students. Unfortunately, this demographic of students continuously score below their Bahamian counterparts in Creative Writing. This research examined the affects the 6 + 1 Writing Traits assessment had on the attitudes and writing abilities of fifteen, fifth grade, Haitian descent students.


Determining The Academic Achievement Of English Language Learners (Ells) By Using Additional Measures Of Growth, Adriana Maria Marin Aug 2015

Determining The Academic Achievement Of English Language Learners (Ells) By Using Additional Measures Of Growth, Adriana Maria Marin

Dissertations

Accountability measures employed in the country to determine the academic achievement of all the student population rely solely on the results obtained on the standardized tests. Such measures have often placed English language learners’ (ELLs) at risk of academic failure despite the fact that research on second language acquisition (SLA) has stated the complexity involved in the learning/acquisition process of a target language. Scholars have also discussed the influence accountability measures and the issues with the validity of the tests implemented to assess ELLs may have on such results. Therefore, in an effort to obtain a more comprehensive idea ...


Effective Practices For Developing Academic Language And Writing Skills In English Language Learners In The Elementary School Setting, Jenna N. Emadzadeh May 2015

Effective Practices For Developing Academic Language And Writing Skills In English Language Learners In The Elementary School Setting, Jenna N. Emadzadeh

Graduate Master's Theses, Capstones, and Culminating Projects

With an increased population of English Language Learners (ELLs), educators are in need of programs and strategies that help their students learn academic content while learning to understand, speak, read, and write English (Duessen, Autio, Roccegrandi & Hanita, 2014). ELLs face several obstacles while learning in an elementary school classroom.

Studies have shown the positive effects of word analysis and vocabulary learning strategies on student achievement (Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively & White, 2004). Project GLAD is a model of professional development in the area of language acquisition and literacy that focuses on such instruction. According to Echevarria and Short ...


Differentiated Instruction: Strategies For English Language Learners Listening Comprehension Development, Stefanie Moreno May 2015

Differentiated Instruction: Strategies For English Language Learners Listening Comprehension Development, Stefanie Moreno

Master’s Theses and Projects

Differentiated Instruction is a hot topic right now and teachers need to keep up with the changes in the educational system. The one-size-fits-all approach that we have being dealing with for so long, no longer fits the needs, preferences and learning styles of our students. Teachers need to differentiate instruction and provide students with different avenues of learning in order to maximize their learning process. Because more attention and practice is needed on listening skills, knowledge in differentiated instruction and the different strategies to teach listening skills can be used together to help develop English language learners listening comprehension skills ...


Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo Apr 2015

Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo

Scholarship of Engagement

In an effort to address the gaps in preparing teacher candidates (TCs) to work with English Language Learners (ELLs), service-learning experiences (SLE) were integrated into two courses within a teacher education program. This exploratory case study sought to explore the outcomes of teacher candidates (TCs) engaged in SLE with diverse students and families, particularly ELLs. Content analysis of students’ reflections provided insights of the impact of the SLE. Findings indicate that participating in service-learning with ELLs provides opportunities for TCs to engage in positive interactions that help to address misconceptions about students, families, and communities. TCs also began to confront ...


Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams Feb 2015

Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams

Susan Adams

Many mainstream educators of English language learners (ELLs) have experienced neither adequate pre-service preparation nor appropriate in-service professional development. Yet, ELLs are one of the fastest growing student populations in the United States. While practicing teachers typically espouse the view that all students can learn, they often lack the knowledge and skills necessary to support ELLs in their academic and language development.This gap in preservice teacher education programs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the ...


Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams Jan 2015

Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams

Scholarship and Professional Work – Education

Many mainstream educators of English language learners (ELLs) have experienced neither adequate pre-service preparation nor appropriate in-service professional development. Yet, ELLs are one of the fastest growing student populations in the United States. While practicing teachers typically espouse the view that all students can learn, they often lack the knowledge and skills necessary to support ELLs in their academic and language development.This gap in preservice teacher education programs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the ...


Daily Calendar Group Time And The Mathematical Skills Of Preschoolers, Deborah Ann Lavine Jan 2015

Daily Calendar Group Time And The Mathematical Skills Of Preschoolers, Deborah Ann Lavine

Walden Dissertations and Doctoral Studies

The evidence supporting the common instructional method of daily calendar group time to teach math skills to prekindergarten children has been inconclusive. The purpose of this study was to examine the effect of exposure to daily calendar group time on prekindergarten children's math score gains in a private early-childhood program located in the suburban Southeast. Vygotsky's sociocultural theory guided this quantitative, causal comparative design wherein archival data from 104 prekindergarten students' pre- and posttest numeracy skill scores on the Young Children's Achievement Test were analyzed. Data from 6 classrooms over 2 school years were compared using multiple ...