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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Educator Perspectives On English Learner Identification: An Explanatory Mixed Methods Study, Rachel E. Hoffman
Educator Perspectives On English Learner Identification: An Explanatory Mixed Methods Study, Rachel E. Hoffman
Graduate Doctoral Dissertations
The purpose of this study was to explore English learner identification and placement through the lens of teacher knowledge and attitude, with the goal of identifying ways to ensure that the intended outcome (correct identification and placement) occurs. Employing explanatory mixed methods research, data was collected from teachers and other educators in the Jackson Public School district through both a web administered survey and one to one phone interviews. The survey data showed that the number of ELs that an educator has had in the past few years had a statistically significant effect on educator knowledge, but none of the …
Educators Bailan With Policy Et Le Pouvoir In The Educação Of Multicultural And Multilingual Learners (Wida Eld Standards And The Education Of English Learners), Fernanda Marinho Kray
Educators Bailan With Policy Et Le Pouvoir In The Educação Of Multicultural And Multilingual Learners (Wida Eld Standards And The Education Of English Learners), Fernanda Marinho Kray
Graduate Doctoral Dissertations
The larger frame of this study contributes to the literature that examines how educators negotiate, contest, appropriate, and reconstruct federal and state-level policy in their classrooms. More specifically, the study contributes to the field of language education policy, and in particular to how educators make sense of, and implement, English Language Development (ELD) Standards. I focus on WIDA ELD Standards, as they are currently in use in 42 U.S. states, territories, and federal agencies as well as more than 500 international schools throughout the world. The literature review identifies a problem for standards-based education systems using the 2012 WIDA Standards …
Analysis Of English Language Learner Performance On The Biology Massachusetts Comprehensive Assessment System: The Impact Of English Proficiency, First Language Characteristics, And Late-Entry Ell Status, Mary A. Mitchell
Graduate Doctoral Dissertations
This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs …