Education Commons^™

Explanation Needed: Understanding The Low Graduation Rates Of Spanish-Speaking English Learners In Southeastern Louisiana, Alice I. Garcia

LSU Doctoral Dissertations

This qualitative research study used the case study method of one-on-one interviews to collect and examine the experiences of former English learners (ELs) who were unable to finish high school in southeastern Louisiana. This study aimed to identify specific factors that, using Everett Lee’s theory, pushed or pulled these ELs from school and affected their ability to graduate. The push factors that were identified included language, inadequate support, academic performance, discrimination, and lack of connection with school and culture. Pull factors that were identified included lack of prior education, immigration, poverty, pregnancy, being far from family, financially supporting family, and …

Supporting The African American Prekindergarten Student Through Standard Academic English Instruction, Trent Gibson Rogerson

Theses and Dissertations

The objective for this research was to determine if prekindergarten African American students would show gains on English language assessments after receiving targeted Standard Academic English instruction. The research question asks, “How can a specialized English language intervention be utilized to identify the strengths and areas of improvement for African American preschool students?” The hypothesis was the students who received targeted instruction in Standard Academic English would perform better on the post-test than on the pre-test given before the instruction period. For this study, eight prekindergarten students were allowed to participate in the research. The students were administered an English …

Silent Film: A Visual Narrative For Developing Linguistic Competence, Patricia George

Open Educational Resources

Visual narratives in silent films are an effective method for developing linguistic competence in English language education and are equally constructive in developing critical thinking skills across disciplines. “Silent film, more than any other film property, capitalizes on ESL students’ visual literacy, using it as both a foundation and a catalyst for honing the verbal language skills that are key to acquiring and articulating complex knowledge in English” (Kasper and Singer, 2001). Silent films rely on the power of vivid, interactive visual imagery to depict personal struggles, character interactions, and plot development. This medium grabs the attention of ESL students …

Brown's Stages Of Morphosyntactic Development Applied To The Typical Development Of Italian, Marie Laiche

LSU Master's Theses

Background: In A First Language (1973), Roger Brown called for an increase in crosslinguistic data and analysis of morphosyntax across languages as more research in this field is crucial for working out the overarching determinants of language acquisition order and for the ability to accurately compare child language acquisition across different languages. An increase in this research would benefit linguistic researchers and speech-language-pathologists offering services to or evaluating children speaking a different language or more than one language. The current study seeks to add to the field of crosslinguistic research by adapting Brown’s guidelines of English language acquisition to the …

Secondary Content Teachers' Perceptions Of Instructing English For Speakers Of Other Languages (Esol) Students: A Phenomenological Study, Wendy Lane Bailey

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of secondary content teachers who instruct English Language Learner (ELL) students. ELLs are the fastest growing population of students in the United States. As this group continues to grow, so do the challenges of providing equitable education. Although most schools have adopted one or more models of instruction for ELLs, there is no universal model. High stakes testing and improved college readiness curriculum are designed to provide higher expectations for student achievement. However, ELL students continue to fall behind their native English-speaking peers in math and reading. Secondary …

Birth To Three Language Acquisition: Influences Of Ambient Language In The Montessori Setting, Claudine Jean Campanelli

Selected Full Text Dissertations, 2011-

BIRTH TO THREE LANGUAGE ACQUISITION: INFLUENCES OF AMBIENT LANGUAGE IN THE MONTESSORI SETTING Claudine Campanelli Long Island University, New York, 2021 Dissertation Chair: Lynn Cohen, PhD There is an expanse of literature looking at various topics supporting Montessori education, especially in preschool; however, there is a lack of research in infant and toddler Montessori classrooms. Most of the empirical data regarding language acquisition has focused on the child’s acquisition of vocabulary through direct instruction, rather than the learning capability from overhearing a third party in a naturalistic setting. The purpose of this intervention study was to add to the limited …

Gender Differences In Second Language Learning: Why They Exist And What We Can Do About It, Merideth Wightman

Chancellor’s Honors Program Projects

No abstract provided.

Language Acquisition In Bilingual Education And Full Immersion In English As A New Language Programs: An Explorative Case Study Of Three Elementary Schools, Rhonda Gracey Antoine

Theses and Dissertations

With a growing English Language Learners (ELL) population in New York State (NYS), schools need to investigate best practices to serve this population. Based on a NYS Regulation, CR 154-2, districts with 20 or more ELL students who speak the same language at any given grade level should provide bilingual education (BE) all day, while districts with fewer than 20 students who speak the same home language at any given grade level may take English as a New Language (ENL) classes all day. Bilingual classes, where instruction is provided in a mix of English and the students’ home language, typically …

Improving The Learning Experiences Of English Language Learners In International Schools, Lana Al-Aghbar

The Dissertation in Practice at Western University

This Organizational Improvement Plan (OIP) aims to improve the learning experiences of English Language Learners (ELLs) in international schools. It is framed around a Problem of Practice (PoP), which is based on concerns pertaining to ELLs’ English language acquisition difficulties and the limited incorporation of ELLs’ linguistic and cultural diversity. Central to this OIP is developing a desired state, which is proposed to improve ELLs’ inclusiveness. This OIP has been viewed through the lens of critical theory, relative to educational equity, and it is informed by sociocultural theory in relation to language learning within social contexts. An Internationally Minded Leadership …

English For Speakers Of Other Languages (Esol) Teacher Experiences With Newcomer Students At The Secondary Level: A Phenomenological Study, Lindsey Marie Conrad

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the experiences of English for Speakers of Other Languages (ESOL) teachers and other staff members who work with newcomer English Language Learners (ELLs) at the secondary level in two Northern Virginia public school systems. Stephen Krashen’s (1982) theory of second language acquisition guided this study as it explains the ways in which students learn and acquire new language skills throughout their schooling and social experiences. The following central research question guided this study: What are the experiences of ESOL teachers and staff members who work with newcomer ELLs at the …

Influence Of Two Instructional Models On Reading Achievement Of Esl Middle School Students, Thomasine Campbell Hassell

Walden Dissertations and Doctoral Studies

English as second language (ESL) students are not meeting reading proficiency standards

compared to their native English-speaking middle school peers. To address the low achievement

scores among ESL students, the study site implemented an instructional hub in which trained

ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The

purpose of this quasi-experimental study was to examine the difference in reading achievement

scores between ESL students who participated in the instructional hub and those who

participated in traditional instruction. Krashen's second language acquisition theory and Terrell's

natural approach theory provided the framework for the study. Archival data from …

Ell Students: Literacy Development And Language Development, Heidi T. Penke

Journal of Curriculum, Teaching, Learning and Leadership in Education

The article is about the history of ELL students and the challenges they are faced in an educational setting. Also literacy development is discussed as educators need to be aware of the importance of literacy development. The article also discusses language development and language acquisition for an ELL student.

The Effects Of Computer-Assisted Language Learning On English Language Proficiency, Rachelle Ysquierdo

Walden Dissertations and Doctoral Studies

The Every Student Succeeds Act of 2015 requires high standards, but academic achievement among English Language Learners (ELL) falls below that of their peers in Texas. These students' lower academic achievement may lead to their dropping out of high school, not going to college, or being underemployed, a problem that led to this study. The purpose of this study was to evaluate whether computer-assisted language learning (CALL) helps ELLs improve their English language proficiency compared to traditional learning approaches. Levy's theoretical framework on the implementation of CALL guided this study. A nonequivalent, pretest-and-posttest design was used to examine mean differences …

Something To Talk About:Lessons Of Language And Literacy From A Tutorial Pilot Program, Joanna Neel

Joanna Neel

This article describes a study conducted to determine evidence of key variables of literacy development and language acquisition, based on tutor’s lessons focusing on books and conversations about books and tutee’s questions. During one semester, university students tutored students from third to fifth grade, creating learning communities incorporating language and literate conversations, discussions about learning, and thinking/ comprehension strategies into each tutorial session, based on the needs of each student, as determined by the homeroom teacher. Conversations about books and topics were determined by student interest. Tutors were prepared with eight preparation sessions. Tutors noted student literacy behaviors in journals, …

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children, Yvette Renee Evans

Theses and Dissertations

Early childhood special educators face many challenges teaching young children with expressive language delays. One of those challenges is teaching parents effective strategies to address the expressive language delays in the home setting. The purpose of this multiple probe single-subject design study was to provide a systematic approach that included the use of mobile technology for parents to promote their child’s expressive language development. To accomplish this goal, a four-week intervention implementing the Joint Attention Mediated Learning-Focus on Verbal Expression with Technology (JAML-FVET) strategy across four families was conducted. The researcher provided the intervention while training the parent. Specifically, the …

No Child Left Behind Leaves Behind English Language Learners, Daniela A. Canas Baena

Scripps Senior Theses

Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.

Intermediate Russian Through Formula Tales, Tamar Karakozova

Electronic Theses and Dissertations

The dissertation presents a study of on the benefits of formula tales in university-level foreign language classrooms during grammar practice activities. The study investigates students’ attitudes toward the use of such texts in the post-secondary foreign language environment. In addition, differences between and among the participant-students is analyzed. Cognitive learning theory, noticing hypothesis, and content-based instruction provide the theoretical framework for the study.

Whole Language: Reform And Resistance, Nancy Commins

Nancy L. Commins

The issue of educational reform and the role of the teacher in the reform process is discussed, using whole language as an example. It is argued that whole-language teachers must develop a theoretical framework that not only informs their views but also provides an understanding of systems and systems change.

T/V Pronouns In L2 Acquisition Of Spanish, Christopher D. Sams

Faculty Publications

Many languages display a pronominal system in which there are both formal and informal forms to address others. In the L2 Spanish classroom, many English-speaking students unfamiliar with the T/V pronoun system (which is no longer present in English) often are only exposed to a generic set of rules (in the text and by the instructor) governing their usage. The system is a highly complex pragmatic phenomenon and can vary significantly based on factors such as dialect, familiarity, solidarity, emotion, and dispensation right. Lambert (1976) surveyed the phenomenon in Spanish and French and took into account familiarity, solidarity, and dispensation …

Influence Of Siop Cognitive Coaching Workshops On Teaching Practices Of Esl Teachers And Esl Paraprofessionals, Ruben Alicea

Wayne State University Dissertations

The purpose of this study was to explore and report on the influence that cognitive coaching, as an embedded part of professional development, has on ESL teachers' and ESL paraprofessionals' learning and practice in the context of educating English learner (EL) students using the Sheltered Instruction Observation Protocol (SIOP) model of instruction. An examination was made on the views of 52 ESL teachers and paraprofessionals regarding participation in a series of 12 professional development workshops, use of cognitive coaching, and implementation of the SIOP with their EL students. As part of their participation in the professional development, self-reflection data were …

Something To Talk About:Lessons Of Language And Literacy From A Tutorial Pilot Program, Joanna Neel

Education Faculty Publications and Presentations

This article describes a study conducted to determine evidence of key variables of literacy development and language acquisition, based on tutor’s lessons focusing on books and conversations about books and tutee’s questions. During one semester, university students tutored students from third to fifth grade, creating learning communities incorporating language and literate conversations, discussions about learning, and thinking/ comprehension strategies into each tutorial session, based on the needs of each student, as determined by the homeroom teacher. Conversations about books and topics were determined by student interest. Tutors were prepared with eight preparation sessions. Tutors noted student literacy behaviors in journals, …

Pedagogía De Hablantes De Herencia: Implicaciones Para El Entrenamiento De Instructores Al Nivel Universitario, Lina M. Reznicek-Parrado

Department of Modern Languages and Literatures: Dissertations, Theses, and Student Research

This study researches the differences in pedagogical needs between learners of Spanish as a Foreign Language (FL learners) and learners of Spanish as a Heritage Language (HL learners) at the university level. By using the UNL Modern Languages and Literatures Department as an illustrative case and based on an analysis of the Heritage Language student profile in the context of the United States, this study seeks to explore arguments in favor of providing training for university-level instructors of Spanish that responds to the specific pedagogical needs of Heritage Language Learners.

The relevancy of this study is not only based on …

Closing The Achievement Gap For English Language Learners:A Comparison Of Language Arts/Esol And One-Way Developmental Bilingual, Kimberly Marlow

Electronic Theses and Dissertations

The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in …

Improving Language Skills Of Kindergarteners With Deficient Receptive And Expressive Vocabularies, Etta L. Haygood

Abraham S. Fischler College of Education ETD Archive

This practicum addressed the need for methods to improve the receptive and expressive vocabularies of kindergarten children. The Peabody Vocabulary Test and the Expressive One Word Vocabulary Test were employed as screening devices to assess students. Language based activities, recordings, and musical activities were used to enhance development of language skills. Students were engaged in stimulating language activities over a period of ten weeks. Appropriate classroom experiences were provided to help instill positive self-concepts while stimulating vocabulary development. It was hoped that an increase in vocabulary would better prepare the students for success in first grade. The results showed the …

Using Whole Language Materials In The Adult Esol Classroom, Edward W. Schiffer

Abraham S. Fischler College of Education ETD Archive

Many English for Speakers of Other Languages (ESOL) students live in areas in which the English language is not the principal means of communication in everyday life. However, because English is the principal language of the broader society, non-English speakers are motivated to attend ESOL classes in order to participate in the mainstream and to receive society's benefits. The classroom is the principal source of meaningful English input for these students. Opportunities for second language acquisition are limited once the students are outside the classroom. This reality makes the quantity and quality of language presented in the classroom a crucial …

A Model Program For Limited-English-Proficient Students In Home Economics, Sylvia Castillo

Abraham S. Fischler College of Education ETD Archive

The author structured and implemented lessons for a model home economics program to aid limited-English-proficient (LEP) students in an elementary school district where a substantial number of students were identified as being educationally disadvantaged. The program's goals were to help the LEP students increase English language proficiency while acquiring content area skills and competencies. The program's structured lessons contained six basic components: vocabulary development, scripted lesson, audiovisual presentation, teacher demonstration, student hands-on activity, and teacher/student evaluation. After completion of the eight lessons, the twenty target LEP students demonstrated measurable, significant gains not only in content area knowledge, skills and competencies …

Levels Of Development In The Language Of Deaf Children: Asl Grammatical Processes, Signed English Structures, Semantic Features, Sue Livingston

Publications and Research

This study describes the spontaneous sign language of six deaf children (6 to 16 years old) of hearing parents, who were exposed to Signed English when after the age of six they first attended a school for the deaf. Samples of their language taken at three times over a 15-month period were searched for processes and structures representative or not representative of Signed English. The nature of their developing semantics was described as the systematic acquisition of features of meaning in signs from selected lexical categories (kinship terms, negation, time expression, wh-questions, descriptive terms, and prepositions/conjunctions).

Processes not representative of …