Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Increasing The Academic Achievement Of English Language Learning Students: An Inquiry Into Culturally Responsive Pedagogy, Kimberly A. Bartlett
Increasing The Academic Achievement Of English Language Learning Students: An Inquiry Into Culturally Responsive Pedagogy, Kimberly A. Bartlett
The Dissertation in Practice at Western University
The English Language Learner (ELL) international boarding students at an independent, not-for-profit school have consistently demonstrated lower levels of academic achievement than their local peers. This Organizational Improvement Plan (OIP) proposes to address this Problem of Practice (PoP) by creating a professional learning community (PLC) to institute more culturally responsive pedagogy. This OIP suggests a compelling correlation between inclusiveness and academic success, and therefore the school needs to raise its level of cultural competency, introduce more equitable assessments, and increase coordination among the various departments and systems that support the ELL students. The implementation of the proposed solution relies on …
The Implications Of Integrating The Theory Of Multiple Intelligences Into English Language Learning Methodologies, Taylor Woodbury
The Implications Of Integrating The Theory Of Multiple Intelligences Into English Language Learning Methodologies, Taylor Woodbury
Education Theses
The achievement gap between English Language Learners and their peers has emerged as a problem in our nation's school system. Although the Theory of Multiple Intelligences has been used in education, it is not often applied to English Language Learners. This research analyzed the application of Multiple Intelligence Theory as it pertained to the achievement of EL’s. The results show that by using MI to dictate what teaching method to use, EL’s benefited both socio-emotionally and academically. Overall, the findings show the importance of 1) ESL training for all teachers, 2) the consideration of students' Funds of Knowledge, and 3) …