Bilingual, Multilingual, and Multicultural Education Commons^™

Teacher Perceptions Of The Mental Health And Socio-Emotional Challenges Of English Language Learners, Nilufer Guler, Dincer Guler, Kyle Bush

Journal of Educational Research and Practice

A fast-growing percentage of students in K–12 classrooms are English language learner (ELL) students, and a large number of these students are experiencing a vast array of academic and non-academic challenges at school. Many ELL challenges involve inadequate socio-emotional learning (SEL) skill development, as well as mental health obstacles, and many schools are not equipped with the resources needed to address and resolve these challenges for ELLs.

In this study, we focus on teacher observations of the SEL and mental health challenges that K–12 students face. In the initial survey, 120 teachers participated regarding ELLs and these challenges. Following the …

Improving Multilingual Competence In Higher Education: An Integrated Framework For Parallel Learning Of Two Foreign Languages, Aiym Kontek, Albina Dossanova, Galiya Kulzhanbekova

Higher Learning Research Communications

Objectives: The study aims to create a comprehensive framework for the effective organization of parallel teaching of two foreign languages in higher education in Kazakhstan, accounting for linguistic, psychological, didactic, and technological aspects.

Methods: We used theoretical (modeling, analysis, and generalization) and empirical methods (pedagogical experiment, testing, questionnaires, and methods of mathematical statistics) in the research. An original structural and content model of parallel learning was developed, including interrelated blocks for the integrated formation of speech activity skills and a lexico–grammatical base in each of the languages. The effectiveness of the proposed model was confirmed during the pedagogical experiment, which …

Integrating Corpus Linguistics In Vietnamese English Education: A Qualitative Inquiry Into Scholarly Perspectives And Practices, Thi Thuy Tran, Trut Thuy Pham, Thanh Thao Le

Higher Learning Research Communications

Objective: Our qualitative study investigated the integration of corpus linguistics in English education research among Vietnamese scholars, focusing on the experiences and perceptions across different career stages.

Methods: Employing semi-structured interviews, we engaged nine linguistics scholars, including novices as well as those at mid-career and near-end career stages, from two prominent Vietnamese institutions.

Results: Thematic analysis revealed three key themes: (1) challenges in incorporating corpus linguistics into teaching practices, (2) perceived benefits in enhancing language proficiency, and (3) the importance of institutional support for corpus linguistics research. The findings indicated that despite recognizing the pedagogical benefits of corpus linguistics, scholars …

Language Equity In The Undergraduate Classroom: Fostering Language Diversity In The World Of Standard Academic English., Gabriela Johnson

Higher Learning Research Communications

In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia …

Attitudes Of Algerian Emi And Non-Emi Lecturers And Students Toward English, Sana Touahmia, Farhana Bakar

Higher Learning Research Communications

Objectives: The purpose of this study was to investigate and compare the attitudes of English medium instruction (EMI) lecturers and students and non-EMI lecturers and students toward English in Algeria. The Algerian government plans to implement English as a medium of instruction in higher education.

Methods: The research was carried out at an Algerian university where French is the primary language of instruction, but English is used as the medium of instruction for certain courses in the engineering department. Data were gathered through a questionnaire, which was distributed to a group comprised of 52 EMI lecturers, 226 EMI students, 70 …

Innovation In Practice: Embracing Multilingualism In An Intensive English Programme, Hengzhi Hu, Lu Zhang

Higher Learning Research Communications

Objectives: The purpose of this article is to delineate and substantiate the adoption of multilingualism within an intensive English programme (IEP) conducted at a public Malaysian university. The target audience comprises international students categorised as English as a Foreign Language learners.

Innovation: A model encompassing multilingualism was formulated and applied in the specific context, involving various stakeholders. While acknowledging the primary purpose of IEPs is to develop English language proficiency, this model transitions from monolingualism to multilingualism by raising participant awareness of multilingualism, adopting translanguaging strategies, encouraging comparisons of different languages, and facilitating target language production that acknowledges the role …

The Experience Of Multilingual Doctoral Students Related To Academic Success: A Descriptive Qualitative Study, Deborah Lewis, Amy Bakke, Amber Cook, Julie James, Carol Griffiths

Journal of Educational Research and Practice

When multilingual students face the challenge of writing a doctoral capstone or dissertation, delays in academic progress may occur. The aim of this study was to identify writing challenges multilingual doctoral students face and provide recommendations regarding learner-centered resources to support timely academic success, as literature regarding multilingual students and language diversity in the doctoral environment is limited. A qualitative descriptive design was used for this study, and six multilingual DNP and PhD alumni participated. Data were collected using semi-structured audio interviews and analyzed using iterative content analysis. The findings support the need for community and culture to support language …

Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan

Journal of Educational Research and Practice

Given the lack of diversity in the P–12 teaching force, we contend that white normativity is prevalent and remains mostly unchallenged in these settings. Acknowledging such inequities requires an intentional focus on equity in teacher education programs. The project described here facilitated in-service teachers’ growth in becoming culturally competent and critically conscious by using Photovoice in P–12 classrooms. Photovoice is a participatory action research method that uses photography to examine the lived experiences of participants. Photovoice was used to examine school-based practices that erased and silenced students while offering an inflection point from which the in-service teachers could develop and …

Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney

Journal of Educational Research and Practice

Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how …

Emerging From Content And Language Integrated Learning And English-Medium Instruction, Is Clil-Ised Emi The Next Trend Of Education?, Hengzhi Hu

Higher Learning Research Communications

Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes.

Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes.

Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students’ needs, particularly their …

Book Review: Just Schools: Building Equitable Collaborations With Families And Communities, Tara Bartlett

Journal of Educational Research and Practice

K–12 schools are facing a syndemic of critical junctures right now: On the one hand, school communities and families are still reeling from the effects of racial reckonings and the COVID-19 pandemic, while on the other hand, school leaders and decision-makers are grappling with how to effectively engage families and students amid demands and realizations for equity and justice. The book Just Schools: Building Equitable Collaborations with Families and Communities (2020) by Ann Ishimaru provides tools and pathways forward. Ishimaru first describes how our education systems have long been incubators of oppression and disengagement, steeped in colonizing methods and deficit …

Case Study Method To Increase Preservice Teachers' Experience With Ell Accommodations And Self-Efficacy, Kelly M. Torres, Samantha Tackett, Meagan C. Arrastía-Chisholm

Journal of Educational Research and Practice

The enrollment of English language learners (ELLs) in American public schools continues to increase each year. The substantial growth in this population of learners makes it imperative for future educators to understand how to effectively support ELLs’ acquisition of academic content and English language proficiency. In past studies, preservice teachers have reported lower levels of self-efficacy when supporting these learners. This investigation examines how case study approaches can be utilized with preservice teachers to understand how they recommend strategies/accommodations for ELLs and their levels of self-efficacy in implementing these instructional approaches. Findings from this research suggest case studies are effective …

Book Review: Equity Does Not Mean Equal In Culturally Responsive Teaching, Christina Gabaldon

Journal of Educational Research and Practice

The ideas, tools, and example lessons found in the book will appeal to teachers, administrators, and pre-service teachers. The book stresses the importance of equity for all students in the classroom setting. The examples are applicable whether the instructor is in the hybrid, virtual, or face-to-face classroom setting. Dr. Stembridge’s purpose for writing the book is to communicate why culturally responsive education is the framework for equity, why equity and pedagogy should be the central focus of schools, and to describe specific elements found within culturally responsive education. The book continues along the lines of Geneva Gay’s research (2000) that …

Exploring School Leadership To Improve Graduation Rates For High School Ell Students In A Northeastern State, Scott Matthew Jaquith

Walden Dissertations and Doctoral Studies

English languages learners (ELLs) are the fastest-growing student population in the United States. Federal mandates, including the Every Student Succeeds Act (ESSA) of 2015, provide guidance and resources to states and local school districts to remove barriers for ELL students. Despite guidelines from one northeastern state to increase professional development, improve metrics to assess proficiency growth, and provide family outreach to support ELLs, school leaders have not achieved this goal of raising graduation rates for ELLs so they are comparable with their non-ELL peers. This project study uses a transformational leadership framework to explore perceptions of principals, assistant principals, and …

High School Teachers’ Experiences And Perceptions Facilitating Student Discourse And Collaborative Structures For English Language Learners In Biology, Chrissy Ann Brouwer

Walden Dissertations and Doctoral Studies

The problem that was addressed in this study was that the academic needs of English Language Learners (ELLs) were not being met in biology classes in high schools in the local district because teachers were not consistently facilitating instruction using the required strategies of student discourse and collaborative structures. The purpose of this qualitative study was to explore teachers’ successes, challenges, and need for supports when using the required strategies with their ELLs. Knowles’ theory of andragogy and Shulman’s theory of pedagogical content knowledge guided this study examining how the adults’ learning of the required strategies impacted their ability to …

Recently Graduated U.S. High School Students’ Perspectives Of Critical Standards In Languages Other Than English, Diane Bosilevac

Walden Dissertations and Doctoral Studies

The national world language standards created in 1996 to represent critical concepts in world languages were modified in 2015 to include real-world applications but were not developed with student input. Guided by a framework of critical theory and critical pedagogy, which gave voice to the people most affected by the standards, the purpose of this basic qualitative study was to explore the perspectives of recently graduated high school students regarding the critical concepts and needed changes to the national world language standards. Interviews with nine recently graduated high school students from a Midwest U.S. public school district regarding the critical …

High School Teachers’ Experiences And Perceptions Facilitating Student Discourse And Collaborative Structures For English Language Learners In Biology, Chrissy Ann Brouwer

Walden Dissertations and Doctoral Studies

The problem that was addressed in this study was that the academic needs of English Language Learners (ELLs) were not being met in biology classes in high schools in the local district because teachers were not consistently facilitating instruction using the required strategies of student discourse and collaborative structures. The purpose of this qualitative study was to explore teachers’ successes, challenges, and need for supports when using the required strategies with their ELLs. Knowles’ theory of andragogy and Shulman’s theory of pedagogical content knowledge guided this study examining how the adults’ learning of the required strategies impacted their ability to …

Instructional English As A Second Language Practices For Oral Proficiency Development In Chinese English As A Second Language Classrooms, Wallace C. Norwood

Walden Dissertations and Doctoral Studies

AbstractForeign language instructors inconsistently implement instructional practices to support Chinese high school students’ learning of oral English language. Although China has several programs to enhance English second language related competencies and assist students in completing mandatory exams, instructional methodologies do not always allow for achievement of these goals. The purpose of this basic qualitative study was to explore the perceptions of foreign language teachers working in the Hangzhou region of China, specifically regarding their implementation of instructional strategies to support Chinese high school students’ learning of oral English language. Sato and McNamara’s general-purpose second-language oral competency theory served as the …

Academic Acculturation, Linguistic Diversity, And Inclusivity In Online Adult Learning, Jeannie Elizabeth Headley

Walden Dissertations and Doctoral Studies

The problem of practice addressed in this study is that online writing tutors in higher education are challenged to support multilingual adult online learners in the development of standard academic writing, including learners of different English dialects. The purpose of the qualitative basic study was to explore the challenges writing tutors face while supporting multilingual adult online learners in the development of standard academic writing. Social constructivism theory was used to bridge the gap between old concepts and new concepts of writing pedagogy used by participants to mitigate linguistic diversity challenges. Seven one-on-one semistructured interviews were conducted with writing center …

Exploring School Leadership To Improve Graduation Rates For High School Ell Students In A Northeastern State, Scott Matthew Jaquith

Walden Dissertations and Doctoral Studies

English languages learners (ELLs) are the fastest-growing student population in the United States. Federal mandates, including the Every Student Succeeds Act (ESSA) of 2015, provide guidance and resources to states and local school districts to remove barriers for ELL students. Despite guidelines from one northeastern state to increase professional development, improve metrics to assess proficiency growth, and provide family outreach to support ELLs, school leaders have not achieved this goal of raising graduation rates for ELLs so they are comparable with their non-ELL peers. This project study uses a transformational leadership framework to explore perceptions of principals, assistant principals, and …

Recently Graduated U.S. High School Students’ Perspectives Of Critical Standards In Languages Other Than English, Diane Bosilevac

Walden Dissertations and Doctoral Studies

The national world language standards created in 1996 to represent critical concepts in world languages were modified in 2015 to include real-world applications but were not developed with student input. Guided by a framework of critical theory and critical pedagogy, which gave voice to the people most affected by the standards, the purpose of this basic qualitative study was to explore the perspectives of recently graduated high school students regarding the critical concepts and needed changes to the national world language standards. Interviews with nine recently graduated high school students from a Midwest U.S. public school district regarding the critical …

Exploring School Leadership To Improve Graduation Rates For High School Ell Students In A Northeastern State, Scott Matthew Jaquith

Walden Dissertations and Doctoral Studies

English languages learners (ELLs) are the fastest-growing student population in the United States. Federal mandates, including the Every Student Succeeds Act (ESSA) of 2015, provide guidance and resources to states and local school districts to remove barriers for ELL students. Despite guidelines from one northeastern state to increase professional development, improve metrics to assess proficiency growth, and provide family outreach to support ELLs, school leaders have not achieved this goal of raising graduation rates for ELLs so they are comparable with their non-ELL peers. This project study uses a transformational leadership framework to explore perceptions of principals, assistant principals, and …

The Relationship Between Culturally Responsive Teacher Roles And Innovative Work Behavior: Canonical Correlation Analysis, Funda Nayir, Gurkan Saridas

Journal of Educational Research and Practice

The aim of this research was to identify the relationship between culturally responsive teacher roles and innovative work behavior according to teachers’ views. The first phase of the analysis revealed that in the first canonical function, which is calculated to maximize the relationship between culturally responsive teacher roles and innovative work behavior data sets, culturally responsive teacher roles and innovative work behavior data sets share a variance of approximately 77%. In addition, as a result of the canonical correlation analysis, we determined that there is a positive relationship between the variables of the culturally regulating teacher (CRT) and the culturally …

Elementary Educators’ Perceptions Of Common Core Mathematics Standards For English Language Learners, Katricia Purnell

Walden Dissertations and Doctoral Studies

A problem exists at the local site that classroom practices are not adequately preparing English language learners (ELLs) for academic success in the area of mathematics, and since the implementation of the Common Core State Standards for Mathematics (CCSS-M), there has been a lack of progress in mathematics proficiency for ELLs. The purpose of this basic qualitative study was to explore elementary educators’ perceptions of CCSS-M implementation and its impact on math proficiency for ELLs at a Title I elementary school bordering a large urban area. Perceptions may influence beliefs and attitudes regarding CCSS-M implementation with ELLs, but little research …

First-Year Mainstream Teachers' Perspectives On Preservice Preparation In English Language Learner Instruction, Sally Hernandez

Walden Dissertations and Doctoral Studies

Although the number of English language learners (ELLs) in mainstream classrooms has significantly increased over the past decade, first-year teachers continue to begin their careers without adequate training in ELL instruction. The purpose of this qualitative study was to explore first-year mainstream teachers’ perspectives of their preservice course training and field experiences in ELL instruction. The study site was a small west Tennessee school district where 32 students are currently receiving English as a second language (ESL) services. Supported by Kolb’s experiential learning theory, this study was framed by the concept of hands-on experience for learning, which is used by …

Principals’ Transformational Leadership Practices In Increasing Reading Achievement For Ells, Michelle Jeffrey

Walden Dissertations and Doctoral Studies

Principals in public schools are being challenged to improve English language learning (ELL) student achievement through transformational leadership practices. This qualitative study aimed to explore the aspects of transformational leadership that principals use to reduce the disproportionate level in state summative reading assessments between ELL students and their non-ELL peers. The conceptual framework that supported this study was Burns’ theory of transformational leadership. The research question focused on how principals in public school settings employed transformational leadership practices to support a reduction in ELL students’ disproportionate achievement in reading. Semi structured interviews were used to collect data from 10 principals …

Teachers’ Perceptions Of Language Learners And Culturally Relevant Pedagogy, Niyoka S. Johnson

Walden Dissertations and Doctoral Studies

English language learner (ELL) students come from diverse linguistic backgrounds, and educators need specific training in second language acquisition and content instruction to provide culturally responsive instruction leading to academic success. This phenomenological interpretative analysis was designed to explore the lived experiences of general education middle school teachers of ELL students and their practices of culturally relevant pedagogy in diverse classroom environments. The theoretical foundation of this study was grounded in both social constructivism and diversity pedagogy theory, as both theories support the construct of sociocultural interactions experienced by educators in this setting. The research question inquired about the perceptions …

Perspectives Of Adult Esl Teachers On The Use Of Direct Vocabulary Instruction With Adult Ells, Erica N. Pettis

Walden Dissertations and Doctoral Studies

AbstractWith the growing number of non-native English speakers, improving communication through direct vocabulary instruction (DVI) is important. The problem investigated in this study was that English as a second language (ESL) teachers were not using the strategy DVI, in the ESL classroom. The purpose of this basic qualitative study was to explore ESL teachers’ perspectives about DVI for adult English language learners (ELLs) in a Midwestern state. The conceptual framework was drawn from Vygotsky’s constructivist theory because ESL teachers construct meaning from their experiences and what they have learned about vocabulary to improve reading comprehension for adult ELLs. The research …

English Language Learner Teachers’ Perspectives Of Professional Development And Their Implementation Of Instructional Practices, Cara Nicole Scales-Judkowitz

Walden Dissertations and Doctoral Studies

An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students’ zone of proximal development (ZPD). Vygotsky’s ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students’ ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore …

Supplemental Education Services And Cultural-Linguistic Instruction For Hispanic Students To Improve English Language Proficiency, Joshua William Cochran

Walden Dissertations and Doctoral Studies

Due to low English language arts (ELA) state test scores among Hispanic students, district administrators in a Title I identified school district implemented a new literacy policy that included both supplemental education services for Hispanic students (SES-HS) and professional development in cultural and linguistic instructional practices (CLIP) for ELA teachers. But the ELA state test scores for Hispanic students who received the SES-HS and CLIP services had not been studied to see if there was any improvement related to the CLIP-HS training. The purpose of this study was to examine the difference in Hispanic students’ ELA scores before and after …