Bilingual, Multilingual, and Multicultural Education Commons^™

The Policy Feedback Loop: Exploring English Learner (El) Policy, Policy Implementation, And The Relationship Between Policy, Research, And Practice, Nathan D. Koerber

Doctoral Dissertations

This study will explore the EL policy implementation process and offer evaluative feedback by systematically reviewing the history of US federal educational language policy and its impact on schools and classrooms, as well as the role research, has played in the development of EL policy. Additionally, this study will explore how current language policy implementation impacts programming and practices in both the UK and the US through two separate case studies, as a means of providing evaluative feedback on the policies.

The purpose of this study is to elucidate the complicated history of EL policy and its impact, as well …

Black Lives Matter In Teaching English As A Second Language!, Kristin Lems

Faculty Publications

The Winter 2020 issue of theIllinois Reading Council Journal published a special issue focusing on “action for equity,” with thoughtful articles and abundant family and classroom resources. This issue of the “wELLcome”column, which is dedicated to topics regarding English language learners (ELLs), continues in that same vein. In this issue, we place the spotlight on ELLs of African descent, their teachers, and their schools.

Secondary Teacher Attitudes Targeting Inclusion Of English Language Learners In Mainstream Classrooms, Jacquelin Drusilla Buttram-Brownell

ATU Theses and Dissertations 2021 - Present

Educational leadership in public schools have struggled to service second language learners across the United States. Although support systems in urban education settings have seemed to be fully staffed, the surge of new immigrants, has posed challenges to classroom teachers. Unspoken attitudes of bias and perception of faculty members have been menacing and could have impeded equitable practice and performance of both the English language learner and the teacher. Previous research of Reeves (2002, 2004, & 2006) has inferred teachers have struggled with their attitudes toward ELLs in their mainstream classes and have indicated professional development as being essential. Specifically, …

Pedagogy Or Andragogy?: Which Teaching Method Produces Successful Esl Tutoring That Involves Musical Activities?, Julia Cormack

Theses/Capstones/Creative Projects

Considering the connections between music and language, as well as Chi et al.’s (2001) theory, this thesis introduces an original case study investigation: which teaching method, pedagogy or andragogy, will be most effective in one-on-one ESL tutoring sessions that use music as source material? The term pedagogy often describes the art and science of teaching. However, its Greek roots refer to the method of the teacher leading the classroom. Meanwhile, andragogy describes a teaching method where the teacher engages with the students in the learning and leading; Greek for “leader of man,” andragogy most often refers to teaching adults. To …

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 …

Enhancing Cultural And Linguistic Responsiveness In Argument Writing Pedagogy Through Effective Adaptations For English Learners: Insights From C3wp Resource Analysis And Three Experienced Teachers’ Practices, Katelyn Walsh, Katey Robinson, Rachel Deacon, Zuzana Tomaš

Language Arts Journal of Michigan

This article examines recommended adaptations for English Learners (ELs) in the nationally-recognized C3WP argument writing program through the lens of effective EL literacy practices and culturally and linguistically responsive pedagogy. We present an analysis of C3WP EL tips and EL notices and argue that when evaluated from the second language literacy and linguistically and culturally responsive pedagogy perspectives, the C3WP program could be enhanced by adding guidance for 1) specific instructional supports designed to increase ELs’ access to the resources and 2) helping teachers leverage these learners’ multicultural and multilinguistic capital. To help imagine how such effective additional guidance could …

Adaptive Learning Environments And Student Learning Outcomes, Marie-Conceptia Girault

Theses and Dissertations

In response to the urgent need to alleviate South Carolina from poverty and elevate them into the 21st century industry, South Carolina Department of Education (SCDOE), has vowed to educate all South Carolina students and ensure that they graduate prepared for success in college, careers, and citizenship (SCDOE, 2017). To accomplish this mission, SCDOE has developed rigorous educational standards, which include technology-integrated curricular (SCDOE, 2015). Through a non-experimental quantitative study, the relationship between adaptive learning environments (ALE) while employing technology and student outcomes were explored. These learning outcomes were in support of K-12 novice-mid language learners and were defined as …

Literacy Uses And Practices Of Schoolchildren Living In A Contemporary Malaysian Context, Syerina Syahrin

Australian Journal of Teacher Education

This paper reports the uses and practices of literacy in English of primary schoolchildren in Malaysia. Data was gathered from two children, their parents and the English subject teacher. The results reveal four major findings. First, the results reveal that the students’ experience with out-of-school literacies in English were largely afforded by new technologies Second, popular culture played a considerable role in the students’ out-of-school lives. Third, the students’ engagement with out-of-school texts was influenced by cultural artefacts and social discourses, and fourth, there were also complementing and contrasting literacy practices reflected in both environments. This paper argues that …