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Articles 1 - 20 of 20
Full-Text Articles in Education
The Impact Of Mindfulness On Perceived Stress And Academic Performance Among English Language Students In Central Asia, Laurie Wolfe
The Impact Of Mindfulness On Perceived Stress And Academic Performance Among English Language Students In Central Asia, Laurie Wolfe
Dissertations, Theses, and Projects
The current study investigated the effectiveness of mindfulness training in reducing stress and increasing academic performance among Uzbek English language students. The researcher partnered with four English faculty at Tashkent State Pedagogical University (TSPU) to conduct a quasi-experimental study using a convenience sample of sixty 2nd year students studying English as a foreign language. One group of students (n = 30) received mindfulness training while the acted as an active control group (n = 30) and received study skills training. Both groups received 20-minutes training in their English classes, four days a week, for 4-weeks. All participants …
A Causal-Comparative Study Of The Flipped Classroom: A Blended Learning Approach To Improving Phonemic Awareness For Kindergarten English Language Learners, Karen Wilson Twitty
A Causal-Comparative Study Of The Flipped Classroom: A Blended Learning Approach To Improving Phonemic Awareness For Kindergarten English Language Learners, Karen Wilson Twitty
Doctoral Dissertations and Projects
The purpose of this study was to explore the effectiveness of using the flipped classroom model of instruction to increase English language learners’ phonemic awareness compared to English language learners who received instruction using the business-as-usual approach. This quantitative perspective used a causal-comparative approach to measure achievement in developing phonemic awareness for students at risk due to lack of exposure to English language phonemes. The study involved 167 participants who underwent a pre-test to address any initial group differences. One group received flipped model instruction with curriculum-based video lessons, while the other received traditional in-class expository instruction without access to …
Elementary English Language Learners' Perceptions Of Teacher Care In The Classroom, Carol Boodram-Wright
Elementary English Language Learners' Perceptions Of Teacher Care In The Classroom, Carol Boodram-Wright
Theses & Dissertations
English Language Learners (ELLs) experience care in the classroom based on prior experiences, teacher and student relationships, academic support, health support, and safety. The purpose of this study was to understand how ELLs experience care in the classroom with their classroom teacher as described by six ELL participants. A positive teacher-student relationship rooted in care, comfort, safety, and trust enhanced ELLs' engagement with their classroom teacher. The findings of this qualitative narrative study revealed that unconditional support and individualized quality time contributed to ELLs’ well-being in the classroom. Interpretations of care from the ELLs’ narratives depicted how experiences in the …
Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl
Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl
Teaching & Learning Faculty Publications
Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, …
Increasing Support And Collective Teacher Efficacy Of Part-Time English-Language Instructors In A Japanese University, Philip J. Gurney
Increasing Support And Collective Teacher Efficacy Of Part-Time English-Language Instructors In A Japanese University, Philip J. Gurney
The Dissertation in Practice at Western University
This organizational improvement plan (OIP) seeks to enhance the support and collective teacher efficacy of part-time English-language instructors in the Department of English Language and Culture (DELC) at Kei University (KU) (pseudonyms), a private university in the Kansai region of Japan. Currently, part-time and foreign part-time English-language instructors teach most of the compulsory English courses in the DELC at KU, but they receive limited institutional support and guidance, which negatively affects their ability to teach effectively and their students' learning outcomes. This OIP examines the lack of support and collective teacher efficacy of part-time instructors as a problem of practice …
Reaching New Heights: A Pathway To Pedagogical Equity For English Language Learners, Helen Emeny
Reaching New Heights: A Pathway To Pedagogical Equity For English Language Learners, Helen Emeny
The Dissertation in Practice at Western University
Abstract
During the past decade, classrooms in the province of Alberta, Canada, have become more culturally and linguistically diverse. Despite having a strong desire to meet the academic needs of their students, most teachers do not have a well-developed understanding of pedagogy specific to teaching English as an additional language. This Organizational Improvement Plan (OIP) presents educators in the Central School District of Alberta (a pseudonym) with a pedagogical framework that promotes the development of more equitable and democratic classrooms for English language learners (ELLs). Sociotransformative constructivism (STC)—a union of social constructivism and critical cross-cultural education—lays the theoretical groundwork for …
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Journal of Pre-College Engineering Education Research (J-PEER)
Students classified as English language learners (ELLs), many of whom are also Hispanic/Latine´/x, are at times excluded from opportunities to engage in engineering design experiences due to the emphasis on learning English. In dual language bilingual education, however, language policies that allow for the use and development of more than one language afford opportunities for ELLs that are not available in monolingual environments. We draw on a multilingual learning ecology theoretical framework to analyze data gathered from a two-year ethnographic study. During approximately 200 hours of field work, we gathered multiple forms of data through ethnographic methods, to include field …
Lcd 720: Teaching English Sound Structure, Dana Calvet
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.
School Leaders’ Supports Of Dual Language Science Teachers, Monica E. Manning, Casey Graham Brown
School Leaders’ Supports Of Dual Language Science Teachers, Monica E. Manning, Casey Graham Brown
School Leadership Review
English learners account for 21.7% of the Texas public school system (Texas Education Agency, 2022). This qualitative study was conducted to examine how teachers of English learners in a dual language program perceived the educational supports they received affected student achievement in science. Teacher participants were asked about their experiences with administrative supports and how those supports affected their teaching and student performance. Two administrators were also interviewed for the study.
The teacher participants identified administrative supports they perceived to be beneficial to student learning and to the functioning of the EL program and science classroom. The administrative supports identified …
Beyond The Label: Multimodal Strategies For Working With Multilingual Learners, Reka C. Barton
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.
Culturally Responsive Literacy Instruction And Social–Emotional Teaching Practices For Linguistically Diverse Learners In The United States, Wing Shuen Lau
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 …
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
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 …
Effects Of One-On-One Support For English Language Learners Through Collaboration, Compassion, And Engagement, Jocelyn Chiquito
Effects Of One-On-One Support For English Language Learners Through Collaboration, Compassion, And Engagement, Jocelyn Chiquito
Capstone Projects and Master's Theses
English language learners (ELLs) make up a huge student population in schools. As this trend continues, there is a need for educators to support these ELL students academically. Given this, one-on-one support for them is crucial for their academic success. The purpose of this capstone research project is to examine how one-on-one support for ELL students through teacher collaboration, compassion, and student engagement. Through the use of a literature review, a survey of four teachers, and an anonymous survey of sixty-two ELL fourth grade students in a fourth-grade class and two third-grade classes, the result findings revealed that one-on-one from …
Use Of Vocabulary Strategies To Aid English Language Learners In A General Education Biology Classroom, Virginia Perry
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 …
Effects Of Socioeconomic Status On English Language Learners' Success In School, Abbie Ashcraft
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 …
Understanding Teachers’ Perceptions Of Pedagogy In Teaching Mathematics To English Language Learners, David Suh
Understanding Teachers’ Perceptions Of Pedagogy In Teaching Mathematics To English Language Learners, David Suh
Walden Dissertations and Doctoral Studies
The number of socially and linguistically varied students at two local high schools in a southwestern state located in the United States has greatly increased. Since the 2018-2022 school years, English language learners (ELLs) scored low on the state achievement mathematics test scores. The problem was teachers were challenged to support the mathematics achievement of Grade 9-12 ELLs. The purpose of this qualitative study was to explore the perceptions of the teachers’ challenges in supporting the mathematics achievement of Grade 9-12 ELLs. The conceptual framework for this study was Vygotsky’s sociocultural theory, which helped to inform the study in giving …
Beginning Teacher Self-Efficacy Meeting The Needs Of English Language Learners Within The Mainstream Elementary Setting, Christie Mcmahon
Beginning Teacher Self-Efficacy Meeting The Needs Of English Language Learners Within The Mainstream Elementary Setting, Christie Mcmahon
Doctor of Education Dissertations
The purpose of this study was to gain a better understanding of beginning teacher self-efficacy when working with English language learners (ELLs) in mainstream elementary classrooms. Elementary teachers provide instruction for their students during the majority of the instructional day, and supporting students learning a new language while simultaneously learning academic concepts can be challenging. The study sought to identify in-service professional development or training beginning teachers deemed beneficial to their perceived ability to work with ELLs as well as the training or professional development they would like to receive going forward. This mixed methods study was carried out using …
Understanding Teachers’ Perceptions Of Pedagogy In Teaching Mathematics To English Language Learners, David Suh
Understanding Teachers’ Perceptions Of Pedagogy In Teaching Mathematics To English Language Learners, David Suh
Walden Dissertations and Doctoral Studies
The number of socially and linguistically varied students at two local high schools in a southwestern state located in the United States has greatly increased. Since the 2018-2022 school years, English language learners (ELLs) scored low on the state achievement mathematics test scores. The problem was teachers were challenged to support the mathematics achievement of Grade 9-12 ELLs. The purpose of this qualitative study was to explore the perceptions of the teachers’ challenges in supporting the mathematics achievement of Grade 9-12 ELLs. The conceptual framework for this study was Vygotsky’s sociocultural theory, which helped to inform the study in giving …
Professional Development And Teachers’ Self-Efficacy Regarding Research-Based Practices For English Language Learners In Middle School, Lydia R. Escobar
Professional Development And Teachers’ Self-Efficacy Regarding Research-Based Practices For English Language Learners In Middle School, Lydia R. Escobar
Theses and Dissertations
This applied dissertation was designed to describe the research-based practices used by middle school teachers of multilingual or ELL students in the subject area courses and the teachers’ self-efficacy to implement those research-based practices while teaching. Also, this study aimed to describe the impact of professional development regarding research-based teaching practices on the implementation of these practices and to compare the teachers’ practices, their perceptions of self-efficacy, and the impact of professional development had on their teaching.
This study followed a quantitative methodology with a survey design. A non-probabilistic sampling was used for the selection of the participants. The sample …
A Critical Analysis Of Instructors' Perceptions Of The Academic Skills Of First Year International Graduate Students Enrolled In Education Courses, Wendy M. Sager
Electronic Theses and Dissertations
Academic literacy is essential for English language learners to be successful in their graduate programs within a Faculty of Education in Ontario. In this paper, I argue that with careful collaboration between faculty members and English for academic purposes instructors, our international graduate students could be provided with an understanding of academic culture, discourse, genre, context and critical thinking needed for academic success. The main question addressed in the study is: what are instructors’ perceptions of the academic literacy skills of first-year international graduate students at an Ontario university? Through the researcher’s use of critical theory and participant interviews regarding …