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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 30 of 30
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
A Science Teacher’S Experiences When Fostering Intercultural Competence Among Students In Multilingual Classrooms: A Narrative Study, Uma Ganesan, Amanda R. Morales
A Science Teacher’S Experiences When Fostering Intercultural Competence Among Students In Multilingual Classrooms: A Narrative Study, Uma Ganesan, Amanda R. Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Increased globalization of the world economy, growth in human migration, and rapid devel-opments in science and technology have required people to develop intercultural commu-nication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborative discourse among students with diverse cultural and linguistic repertoires and building in-tercultural competence among students is a common blind spot in Science, Technology, Engineering, and Mathematics teacher praxis. This can inhibit efforts to cultivate safe and supportive learning environments for all students and can ultimately threaten multilingual student success. As part of a larger …
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, …
English Language Learners In The General Education Classroom, Jolie Crane
English Language Learners In The General Education Classroom, Jolie Crane
Honors Theses
English Language Learners are often thrown into the mix of education without much support. This work takes a look into the different ways that general education teachers can support these students while maintaining a regular classroom function.
Breaking Silence: The Voices Of Syrian Refugee Children In The Canadian Classroom, Sara Shahbazi, Alyssa Palazzolo, Geri Salinitri
Breaking Silence: The Voices Of Syrian Refugee Children In The Canadian Classroom, Sara Shahbazi, Alyssa Palazzolo, Geri Salinitri
Journal of Global Education and Research
The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District’s growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences.
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
Journal of Educational Research and Practice
This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …
Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad
Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad
Journal of Critical Issues in Educational Practice
This article discusses reading programs within the context of Neoliberalism and the extent to which they address student needs. The rise of such reading programs in the market economy has come at the expense of placing the burden of reading development solely on the shoulders of students after restricting their academic and personal growth. The article explores how this has been done without any consideration regarding the needs of ethnically and culturally diverse students; and without taking into account the relationship between poverty and educational outcomes. Without a doubt, this has affected the ability of students to think critically about …
Impact Of Language Program Model On Third-Grade English Language Learners’ Proficiency In Literacy, Alecia Roberts
Impact Of Language Program Model On Third-Grade English Language Learners’ Proficiency In Literacy, Alecia Roberts
Education Dissertations and Projects
Demographics within U.S. public schools have seen a drastic change over the years from the ruling of Brown v. Board of Education of Topeka (1954) which integrated schools to the current increase in English Language Learners (ELLs) within the classroom. The U.S. is known to be a melting pot, and the present-day classrooms are a clear example of this phenomenon; however, with the increase in demographics of the U.S. classrooms, ELLs are falling significantly behind their peers in reading achievement. Thus, this study examined the impact of traditional, dual-language, and full immersion settings on North Carolina third-grade ELLs’ proficiency in …
Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty
Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty
Cal Poly Humboldt theses and projects
Emergent bilinguals are a growing demographic in the United States, but little research has been completed on certain aspects of language acquisition, such as the commonly known practice of using sentence frames as a means for academic language acquisition in the middle school classroom. In order to learn more about practices being implemented within my own classroom and to add to the body of research on academic language acquisition, I analyzed the effectiveness of student writing with and without use of sentence frames within the existing curriculum in a pilot study utilizing a mixed methods approach.
Teachers Support For English Language Learners To Build Inquiry Skills In Online Biology Simulations, Hermione Joseph-Orelus
Teachers Support For English Language Learners To Build Inquiry Skills In Online Biology Simulations, Hermione Joseph-Orelus
Walden Dissertations and Doctoral Studies
The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science …
Access To Culturally Responsive Teaching For English Language Learners : Mainstream Teacher Perceptions And Practice On Inclusion., Tamela N. Compton
Access To Culturally Responsive Teaching For English Language Learners : Mainstream Teacher Perceptions And Practice On Inclusion., Tamela N. Compton
Electronic Theses and Dissertations
This dissertation was designed to inform educators, practitioners, and policy makers on equity-based instruction for ELLs by examining secondary teachers’ perceptions and practice on inclusion. A dominant qualitative research design was used for this study. A survey adapted from Reeves (2002) research on secondary teacher’s attitudes and perceptions on the inclusion of English as a Second Language (ESL) student in mainstream classrooms was administered to 212 secondary teachers in three high schools who have shown significant growth in their ESL student enrollment. The study then interviewed six teachers who participated in the survey on their personal experiences with instructing ELLs …
Small Group Reading Instruction For English Language Learners In Grades 3-5, Emily Peters
Small Group Reading Instruction For English Language Learners In Grades 3-5, Emily Peters
All Graduate Projects
This project highlights best practices for small reading group instruction for third through fifth grade English language learners in the general education classroom. By completing a literature review, a journal article was developed to report the pros and cons of heterogeneous and homogeneous groupings for reading instruction. Data from the National Assessment for Educational Progress (NAEP) and the OSPI Report Card were used to discuss a need to raise student reading proficiency scores.
Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin
Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin
Walden Dissertations and Doctoral Studies
This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to …
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of Problem-Based Learning
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …
Teachers' Perceptions In Developing Robust Vocabulary Instruction At An American International School, Cathleen S. M. Lee
Teachers' Perceptions In Developing Robust Vocabulary Instruction At An American International School, Cathleen S. M. Lee
Walden Dissertations and Doctoral Studies
At an international school in Taiwan, English learners have struggled to meet the U.S. national average in vocabulary on standardized testing instruments. This problem has become more significant since 2009. The purpose of this research was to conduct a case study on successful vocabulary teachers to determine their perceptions of effective teaching. Knowles' andragogy, Brookfield's self-directed, experiential learning, and Vygotsky's social constructivist framework provided the conceptual framework for this study. The research questions focused on teachers' perceptions of why they were successful in teaching vocabulary in English. The study site had access to quantitative data regarding previous standardized testing results; …
California Community Colleges Student Equity, Esl And Basic Skills Students, Janet L. Daugherty
California Community Colleges Student Equity, Esl And Basic Skills Students, Janet L. Daugherty
Scholarship and Engagement in Education
The leadership of California Community Colleges had been tasked with examining the data of English Language Learners (ELL) in urban, rural and suburban settings. This student popluation has difficulty navigating noncredit language courses that are prerequisites to college level credit courses leading to specialized certiciates and/or an associate's degree. The leaders at the community college level discovered gaps in student course completion data, students for whom English is a second language (ESL). These students sometimes do not receive support services toward successful course completion. Through analyzing course completion data, the leaders can implement student support services to assist ELL in …
Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study, Manal M. Assi
Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study, Manal M. Assi
Wayne State University Dissertations
ABSTRACT
IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY
by
MANAL M. ASSI
May 2016
Advisor: Dr. Sandra Gonzales
Major: Curriculum and Instruction; English as a Second Language
Degree: Doctor of Education
This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female …
Modifying Science Texts To Accommodate The Needs Of Struggling Readers And English Language Learners, Regina Suriel, Crystal Randolph
Modifying Science Texts To Accommodate The Needs Of Struggling Readers And English Language Learners, Regina Suriel, Crystal Randolph
National Youth Advocacy and Resilience Conference
Students with learning differences, including English language learners, experience difficulties with reading classroom textbooks. This presentation, intended for educators and parents, will discuss and provide practice in the identification of readability levels of science texts discuss the importance of integration of visual stimuli in science texts, and explain culturally-relevant approaches to science curricula.
Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy
Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
Immigrant children are the fastest growing subgroup among United States schoolchildren today. This paper explores how the new testing movement affects these students, many of which are English language learners.The passage of new federal laws mandating that all students be tested within one year of entrance into a U.S. school is refuted by long standing research. Studies have demonstrated that it takes five to seven years for students to attain the academic language necessary to achieve success in educational settings.This paper explores the instructional program options for immigrant students and advocates for changes in the current testing protocol for them.
Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller
Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller
Curriculum & Instruction Faculty Publications
This qualitative study explored the experiences of U.S. teachers of English language learners (ELLs) and students with disabilities (SWDs) as they sought to align the new Common Core State Standards (CCSS) with previously used standards and instructional approaches during the first year of CCSS implementation. Open-ended interviews were conducted with 20 ELL and SWD literacy teachers to investigate (1) the teachers’ experiences as they began the alignment of their curriculum and teaching methods with the CCSS, (2) the teachers’ perceptions of the support that they received and that they still require, and (3) the teachers’ perceptions of the challenges to …
Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community, Tonda Liggett
Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community, Tonda Liggett
Democracy and Education
One of the most notable aspects of democracy in schooling lies in the challenge of schools to prepare individuals with the skills to participate and deliberate with others who have varying beliefs and worldviews. Deliberation and dialogue are seen as core components for academic achievement and cross-cultural connections between English language learners (ELLs) and native English speakers. I analyze the notion of deliberative democracy in English language education as a way to promote a certain type of education that would foster ELL inclusion as well as expand the perspectives of native English speakers. I argue that this type of education …
Cross Case Analysis Of Three Middle School Mathematics Teachers, Sandra Quiroz
Cross Case Analysis Of Three Middle School Mathematics Teachers, Sandra Quiroz
Theses and Dissertations - UTB/UTPA
This cross-case analysis was designed to investigate the instructional practices middle school mathematics teachers use in classes with English language learners (ELLs); how the different practices result in differential student achievement; the types of professional development middle school mathematics teachers attend; and what effect the mathematics teachers’ academic background have on the academic achievement of ELLs. The study was facilitated by the use of data from lesson plans, observations, interviews, academic background, and professional development sessions for three seventh-grade mathematics teachers and their students’ proficiency on the seventh-grade mathematics state achievement. Investigation of the lesson plans, observations and classroom culture …
The Effects Of Labeling Hispanic English Language Learners As Learning Disabled, Sandra Irma Rodriguez
The Effects Of Labeling Hispanic English Language Learners As Learning Disabled, Sandra Irma Rodriguez
Theses and Dissertations - UTB/UTPA
English language learners (ELLs) are often placed in special education due to lack of knowledge on the part of educators of the language acquisition process and because of the pressures educators face to meet state and federal accountability standards. Once in special education, many students’ experiences lead to negative outcomes for those students including stigmatization, inadequate academic preparation, and few opportunities for a successful professional career potential. The purpose of this cross case study was to investigate the effects of labeling English language learners as learning disabled (LD). Three ELLs with normal intelligence who were labeled as LD and placed …
Second Grade Ell's Emic Perspective Of An Afterschool Reading Program: An Interactional Ethnographic Study Of Reading Opportunities And Social Construction Of Second Grade Ell's Read Alouds, Susana S. Saldivar
Theses and Dissertations - UTB/UTPA
The purpose of this research was to uncover what counts as reading to second grade ELLs (English Language Learners) in a non-graded, afterschool reading program. I used an interactional ethnographic epistemological research approach. I video-and audio-taped twentyfour afterschool reading lessons, took fieldnotes, conducted semi-structured interviews, and collected artifacts. The thirteen participants were ELLs, from low socioeconomic backgrounds, and of Mexican-American descent. First, I identified children’s opportunities on an event map. Next, I analyzed moment-by-moment discourse analysis of read alouds from the beginning and end of the program. Finally, I made visible what counted as reading from participants’ discourse through domain …
A Third Grade Bilingual Teacher's Knowledge And Practices For Developing Reading Comprehension, Miriam Guerra
A Third Grade Bilingual Teacher's Knowledge And Practices For Developing Reading Comprehension, Miriam Guerra
Theses and Dissertations - UTB/UTPA
The purpose of this study was to examine teacher knowledge and practices for teaching reading comprehension to English language learners and socio-economically disadvantaged students in a third grade bilingual class. This study uses a conceptual framework of pedagogical content knowledge to investigate how kinds of content knowledge and pedagogical practices interact to create the teacher’s special way of knowing how to teach comprehension to her students. This study uses a case study methodology to investigate what the teacher knows and how her knowledge is enacted in her teaching practices. This case study provided an in-depth perspective of teacher knowledge. Through …
Improving Educational Outcomes Of English Language Learners In Schools And Programs In Boston Public Schools, Miren Uriarte, Faye Karp, Laurie Gagnon, Rosann Tung, Sarah Rustan, Jie Chen, Michael Berardino, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey
Improving Educational Outcomes Of English Language Learners In Schools And Programs In Boston Public Schools, Miren Uriarte, Faye Karp, Laurie Gagnon, Rosann Tung, Sarah Rustan, Jie Chen, Michael Berardino, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey
Gastón Institute Publications
Using 4 years of student-level demographic, enrollment and testing and school-level characteristics, this study analyzes the enrollment and outcomes of English Language Learners (ELLs) in Boston Public School between SY2006 and SY2009 and assess the relative impact of individual and school level factors in testing outcomes of ELLs. The study reports on the improvement in ELL dropout rates and testing outcomes during the period of observation. It reports also on the outcomes of ELLs at different levels of English proficiency and finds (1) higher dropout rates and lower testing performance among low English proficiency students; (2) a minimal proportion of …
Learning From Consistently High Performing And Improving Schools For English Language Learners In Boston Public Schools, Rosann Tung, Virginia Diez, Laurie Gagnon, Miren Uriarte, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey
Learning From Consistently High Performing And Improving Schools For English Language Learners In Boston Public Schools, Rosann Tung, Virginia Diez, Laurie Gagnon, Miren Uriarte, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey
Gastón Institute Publications
Against a backdrop of increasing BPS ELL enrollment, district ELL leadership transitions, state and federal policies affecting ELL education, and with the knowledge that many teachers and administrators within the Boston Public Schools are expert practitioners with ELL students, we addressed the following research questions:
- In which BPS schools were ELL students performing at a consistently high level or showing steady improvement during SY2006-SY2009?
- What were some of the practices that these schools’ staffs credited with their success with ELL students during SY2006-SY2009?
- Which of the practices identified by school staff were shared among the selected schools?
Through case study …
The Effects Of Teaching The Academic Language Of Language Arts To Secondary Long-Term English Learners, Mary Soto
Theses and Dissertations - UTB/UTPA
While the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. These secondary students are long-term English learners, students who have been in U.S. schools for seven years or longer. Long-term English learners struggle with academic success, and educators need to find ways to support them. In this qualitative study, the effects of teaching academic vocabulary and concepts to 10th grade Hispanic long-term English learners in a language arts class at a large, South Texas high school were explored. The researcher observed students as they were involved in five …
Differentiation In The Content-Area Classroom For English Language Learners, Robyn M. Warner
Differentiation In The Content-Area Classroom For English Language Learners, Robyn M. Warner
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.
Is It Simply A New Language Or Is It A Learning Problem?, Lynda M. Warner
Is It Simply A New Language Or Is It A Learning Problem?, Lynda M. Warner
Master of Education Program Theses
English Language Learners (ELLs) have been over-identified for placement into special education classes for more than 20 years. Causes include a lack of precisely defined constructs for disabilities, funding methods used by states, failure to follow federal legislation, weak prereferral systems to special education in schools, a huge influx of non-English speaking students to the classroom, and a lack of training amongst teachers. Correctly identifying ELLs who also need special education is difficult, but teachers can safeguard against improper identification by taking into account the social, educational, cultural, and language aspects of students' special circumstances, i.e., the needs of the …
Adult Esl Oral Reading Fluency And Silent Reading Comprehension, Kristin Lems
Adult Esl Oral Reading Fluency And Silent Reading Comprehension, Kristin Lems
Dissertations
A descriptive study of second language adults studying ESL at the beginning, intermediate, and advanced levels in a post-secondary academic program revealed that their oral reading fluency had a significant, low-to-moderate correlation with scores on a measure of silent reading comprehension. The correlation was slightly stronger for measures of accuracy than speed, and strongest for miscue ratio. The correlation increased as proficiency level increased. Among different first language groups, the correlation was highest for Hispanic learners, and lowest for Chinese. Furthermore, all fluency measures correlated better with a listening measure than with the silent reading comprehension measure. When a system …