Bilingual, Multilingual, and Multicultural Education Commons^™

Challenges Encountered In The Implementation Of The National Literacy Acceleration Program (Nalap) In The Abura Asebu Kwamankese District, Ghana, Julius Arhin-Asamoah

Library Philosophy and Practice (e-journal)

The National Literacy Acceleration Program (NALAP) aims to enhance early grade primary school pupils' literacy rates, yet national evaluations reveal widespread deficiencies in reading proficiency in both the local language and English. This study examines challenges in implementing NALAP in the Abura Asebu Kwamankese district, Ghana, focusing on the teacher and resource-related issues. A mixed-methods sequential explanatory design was employed. The study covered 12 basic schools in the Abura Asebu Kwamankese district. In all, 61 respondents comprising 50 teachers and 11 circuit supervisors were involved in the study. The findings highlight teacher-related issues such as inadequate pedagogical practices, low motivation, …

Teachers’ Beliefs Towards Learners’ Heritage Languages Inside Schools In A Multilingual Setting, Ivian Boruchowski Phd

FIU Electronic Theses and Dissertations

This study adds to the conversation about the increasing language diversity in U.S. schools (Paris & Alim, 2014). In the South Florida district discussed here, ELLs represent 16.9% of the total student enrollment (Miami Dade, 2020), and there is a popular narrative about the value of bilingualism in this community. Despite that, Valencia and Lynch (2019), Mackinney (2016), and Lanier (2014) indicated: even though the bilingual political and economic value in South Florida is noticeable, HLs are relegated to a secondary place and with no prestige inside local school settings.

As Garcia and Wei (2014) observed: "language practices cannot be …

Multilingual Zambia - Language Issues In Primary/Secondary Schools Of The Eastern/Southern Provinces, Kenzie Steiner

NUTR/GLST 498b: Global Research Experiences in Nutrition and Health

Introduction: Zambia is a multilingual country that uses 8 different languages for instruction including English and 7 other indigenous languages.

Methods: Survey research conducted between May-June 2022 on 6-7th graders within 9 Zambian schools. Classroom observations made and teachers interviewed.

Results: In Eastern and Southern Provinces, Zambian teachers speak an average of 5 languages while students speak an average of 2. Both teachers and students say English remains the most important language followed by first languages.

Conclusion: Continued research on language-in-education policies and impacts on student performance must be conducted if “One Zambia, One Nation” is meant to promote all …

Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

This brief article introduces a universal performance improvement method called Chigen-iku, which has been developed carefully and extensively over more than 25 years through more than 100 individual and group projects based on the principles that were selected through my doctorial study in the field of Instructional Psychology and Technology.

More Than A Single Story: Culturally Diverse Literature And Social Inclusion In Elementary Classrooms, Amanda Works

Senior Honors Theses

This paper aims to consider the existing literature regarding culturally diverse literature, social inclusion, and children’s literature as mirrors, windows, and sliding glass doors. These three concepts form a conceptual framework that supports the research study, which explored the use of culturally diverse literature and any correlation with social inclusion. Four elementary teachers participated in semi-structured interviews focused on two research questions: “What impacts the use of culturally diverse literature in elementary classrooms?” and “Does culturally diverse literature affect social inclusion in elementary classrooms?”. Through thematic, qualitative analysis, the study identified three central themes: (1) levels of choice based on …

Local Norms And Gifted And Talented Identification In Arkansas: Can It Help Improve Student Diversity?, Bich Tran, Sarah C. Mckenzie, Jon Wai

Arkansas Education Reports

In the past decades, the gifted and talented (G/T) community has wrestled with an important question about improving equity: How can we best use research to increase student diversity in G/T education? There are many suggestions for answering this question but using local norms, where students are selected based on comparisons with others from a similar school context using traditional measures, has attracted much attention. In some districts, using local norms and universal screening has greatly improved student diversity, whereas, in other districts, the findings have been unclear. Thus it seems useful to study local contexts. In this study, we …

The Effects Of Charter Schools On Early Foreign Language Education In Public Schools, Cassie Kunz

Senior Honors Theses

Education is a notoriously contentious subject in America. Controversy exists and continues to flare up over what content should be taught, how it should be taught, as well as the cost; foreign language is one such subject. The history of foreign language education in the United States (U.S.) reviews current foreign language policies and practices in the U.S. and other countries, as well as the reasons that proponents of foreign language education argue that it must be improved in the U.S. The charter school approach to education was analyzed in the context of market theory to determine if a correlation …

For Critical Language Awareness And Against The “Exclusive-Use-Of-The-Target-Language” Myth: The Effects Of Sociolinguistic Content In English In An Elementary Spanish Classroom, Beatriz Lado, José Del Valle

Publications and Research

Scholars have advocated for critical approaches to language education (e.g., Del Valle, 2014; Leeman & Serafini, 2016), including those that promote the development of Critical Language Awareness, CLA (e.g., Alim, 2010; Leeman, 2018). The goal is to develop students’ critical knowledge of the cultural, political, and social dimensions of language. To this end, Del Valle (2014) suggests the inclusion of language-related content units taught in the first or shared language from the early stages of language learning. This proposal entails revising strong beliefs such as the use of the non-target language in the new language classroom. The purpose of our …

Historias Americanas: Implementing Mexican American Studies In K-12 Social Studies Curriculum In The Rio Grande Valley, Maritza De La Trinidad, Stephanie Alvarez, Joy Esquierdo, Francisco Guajardo

Mexican American Studies Faculty Publications and Presentations

This essay contributes to the growing literature on Mexican American Studies in K-12 within the broader field of Ethnic Studies. While most of the literature on the movement for Ethnic Studies within Texas and across the nation mainly focuses on the impact of Ethnic Studies courses on students’ academic success, this essay highlights a professional development program for K-12 social studies teachers in the Rio Grande Valley of South Texas entitled Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley, funded by a federal grant. This essay provides an overview of Historias Americanas, the objectives and structure of …

Safety And Belonging In Immigrant-Serving Districts: Domains Of Educator Practice In A Charged Political Landscape, Rebecca Lowenhaupt, Dafney Blanca Dabach, Ariana Mangual Figueroa

Publications and Research

Drawing from a context of reception framework, this article asks the following questions: How do educators describe issues of safety and belonging in the context of a charged immigration policy climate? What practices have educators developed to support immigrant-origin youth? And, what are the relationships between educators’ perceptions of safety and belonging and educator practices? We analyze educators’ survey responses administered across six school districts in different contexts across the United States, including the Northeast, Midwest, South, and West. We synthesize four domains of educator practice: signaling affirmation, building shared knowledge and capacity, finding and mobilizing resources, and creating space …

Afterschool Club: German For K-5, Justin Solheim

Honors Expanded Learning Clubs

The lessons found in this paper were designed for a group of 20-25 elementary schools students in downtown Lincoln, NE. The students were split into two groups: K-2 and 3-5. Through a variety of activities, the students learned the basics of the German language and culture. Many of the lessons are simple and do not require difficult thinking, as this was a summer club. Instead, they allow students to collaborate, move around, color, and solve puzzles.

Linguistically Diverse Read Aloud Analysis, Ivana Espinet

Open Educational Resources

No abstract provided.

Covid-19 And Racial Justice In Urban Education: Nyc Parents Speak Out, Kelly Brady, Mieasia Edwards, Whitney Hollins, José Luis Jiménez, Wendy Luttrell, William Orellana, David Rosas, Nga Than

Publications and Research

The COVID-19 pandemic and global calls for racial justice surfaced tremendous inequities and revitalized the debate about schooling and its purpose. NYC Parents Speak Out is a public engagement project, based on an interactive survey and interviews that records and reflects NYC family educational experiences during the unprecedented school year of 2020-2021. Our research collective, comprised of researchers, parents, advocates, teachers, and school leaders from the Urban Education Ph.D. Program at The Graduate Center (CUNY) identified three key recommendations based on research findings: to improve communication through family and community engagement; give greater attention to social-emotional and mental health; and …

Dallas Diversity And Inclusion Study, Patricia Gándara, Gary Orfield

Mission Foods Texas-Mexico Center Research

Dallas, one of the nation’s largest central cities in its most rapidly growing metropolitan areas, has had a shrinking school district in the midst of major housing development. A surge in housing costs since the Great Recession has led to the return of middle class and white families to a number of communities but that has not been reflected in the student population. In response to the challenge of closing more schools and losing out to expanding charters, the DISD leadership decided to create some new schools and restart some older ones with programs designed both to attract new and …

Academic Outcomes For English Language Learners In Arkansas Better Chance Public Pre-K, Emily M. Jordan, Sarah C. Mckenzie

Arkansas Education Reports

Analyses of large-scale public pre-Kindergarten programs in several U.S. states suggest that students with limited English proficiency differentially benefit from such pre-K programs, compared to their English-proficient peers. This analysis describes long-term outcomes of Arkansas public school students who participate in the Arkansas Better Chance (ABC) pre-K program. Specifically, we are interested in subgroup outcomes for students with limited English proficiency. We analyze three cohorts of students, those enrolling in Kindergarten in Arkansas public schools in the fall of 2011, 2012, and 2013. We identify whether students in each Kindergarten class attended ABC or not, and we follow their academic …

Esperanza Rising And Identity: Exploring Literature And Self In Upper Elementary School, Emma Fuller

Honors Theses

Upper elementary students benefit from exposure to windows and mirrors in literature. The term “mirrors” refers to when students can relate to characters and situations, and see their own lives valued in an academic context. Mirrors are important for representation in schools because it allows students to reflect on their own learning. “Windows” allow students to see a perspective into other people’s lives. They are important because they encourage reflection on different ideas and empathy among students. One of many literary works with strong “windows” and “mirrors” is Pam Munoz Ryan’s Esperanza Rising. In this Senior Project, I focused on …

Investigating Outcomes For English Language Learners In Arkansas Better Chance (Abc) Pre-K, Sarah C. Mckenzie, Josh B. Mcgee, Emily Jordan, Charlene A. Reid

Policy Briefs

Students with limited English proficiency face a number of educational challenges, and there are dramatic achievement gaps between these students and their English proficient peers. This brief describes the 3rd, 4th, and 5th grade outcomes of English Language Learner (ELL) students who attend Arkansas Better Chance (ABC) pre-Kindergarten, a state-funded program that is free to income-eligible families. Results indicate that ABC has the potential to improve academic outcomes for ELL students in Arkansas.

Teaching Race Through Multicultural Children's Literature, Kaley Bailey, Maiya Duthoo-Wolpert

Graduate Research Papers

There is considerable confusion in today’s society when it comes to talking about race. In result to this, race talk in schools can be overseen with challenges, leading to problematic conversations, disconnection, and ultimately student disengagement. This study is used by two Elementary educators one an Asian, the other a Caucasian - found in the Midwest, showing how teachers can break that uncomfortable barrier of the topic about race and navigate conversations through multicultural children’s literature books. The study demonstrated how to choose the most effective multicultural children’s literature to share to a classroom of students and how beneficial it …

Teachers Of Color's Perception On Identity And Academic Success: A Reflective Narrative, Lynette Suliana Sikahema Finau

Antioch University Full-Text Dissertations & Theses

Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its …

Mindfulness And Social Emotional Learning: The Lived Experience Of Students Learning English As A Second Language, Lara Catherine Donnelly

Dissertations

In a phenomenological case study, the author sought to gain an awareness of the lived experiences of 4th and 5th grade ESL students, their parents, and their teachers who participated in the MindUp mindfulness curriculum. The author was interested in the relationship between the mindfulness curriculum and SEL based on the perspective of all three participant groups. Qualitative interviews were conducted with 3 students, at least one parent of each of those three students, and the two classroom teachers who conducted the MindUp lessons. Five main themes developed from coding of the raw data: (1) positive impact on students; (2) …

French Club, Brett Foster, Madisen Bell

Honors Expanded Learning Clubs

Afterschool club that introduces French Language and Culture to young elementary students. Through hands-on activities and discussions, students will learn the basics of French Language and complete a French Journal full of everything they learned that semester to take home.

Enrollment Trends In Northwest Arkansas Charter Schools, Sarah C. Mckenzie, Josh B. Mcgee

Policy Briefs

Northwest Arkansas is home to nine public charter schools, with plans to open a new charter school for the 2020-21 school year. These schools, which serve unique missions, are some of the most highly ranked schools in the State of Arkansas. While critics argue that public charter schools segregate based on race or academic ability, national evidence finds that these claims are highly context specific. What conclusions can we draw about northwest Arkansas charter schools based on enrollment trends in recent years?

Kinder – 1st Grade: Spring Activity Packet #1, Jessica Mitchell-Mccollough, Tricia Gray, Alexa Yunes-Koch

ICMEE Learning Packets: Level 1-2 of English Proficiency (K-5)

These packets are self-contained. Everything a child will need to be successful with the activities is provided in the packet. Students will only need a writing utensil. Additional tools like crayons or scissors can be used, but do not have to be.

My Plan for the Week

Day 1 • Design and name your buddy • Seasons in Nebraska • Read and Write Spring Worksheet • Seasons vocabulary cards • Math: Count the caterpillars • Read Spring, Spring, What Do You See?

Day 2 •Check the weather and dress your buddy • Draw a picture of Spring • Animal vocabulary …

2nd-3rd Grades, Level 1-2. Summer Packet #3 • Theme: Community, Tianna Bankhead, Molly Heeren, Jessica Spencer, Samantha Stuefer, Alexa Yunes-Koch

ICMEE Learning Packets: Level 1-2 of English Proficiency (K-5)

This packet theme is Community. You will be working on water conservation, clouds and storm safety. There will be activities provided to help you know how to save water and stay safe during a storm. The math part of the activities will focus on know how to measure objects and liquids. It will also have a short activity on telling time on an analog clock. Please remember this packet is to continue to support learning. This is not a tool for frustration. Please have fun while working on the activities!

Este paquete es sobre la comunidad. Los estudiantes trabajarán sobre …

Kinder – 1st Grade: Summer Packet #2 • Theme: Differences, Tricia Gray, Jessica Mitchell-Mccollough, Alexa Yunes-Koch

ICMEE Learning Packets: Level 1-2 of English Proficiency (K-5)

These packets are self-contained. Everything a child will need to be successful with the activities is provided in the packet. Students will only need a writing utensil. Additional tools like crayons or scissors can be used, but do not have to be.

Day 1 • My Buddy • Check the Weather • Let’s Write! • What will you wear? • Body Parts #1 • Body Parts #2 • Let’s Move! • Build a Creature • Let’s Count!

Day 2 • Check the Weather What will you wear? • Review • Read the story: All Bodies Are Strong and Beautiful • …

2nd-3rd Grades, Level 1-2: Summer Packet #2, Theme: Differences, Tianna Bankhead, Molly Heeren, Jessica Spencer, Samantha Stuefer, Alexa Yunes-Koch

ICMEE Learning Packets: Level 1-2 of English Proficiency (K-5)

This packet will focus on the importance of differences. We are all different and it is okay to be different from one another, it is what makes us strong and unique. This packet will also review shapes and measuring in math. It also reviews the water cycle in science. Have as much fun with this packet as you can!

Este paquete se centrará en la importancia de las diferencias. Todos somos diferentes y está bien serlo los unos de los otros, es lo que nos hace fuertes y únicos. Este paquete repasará las formas y las medidas en matemáticas, además, …

2nd-3rd Grade: English Level 3, Learning Packet #1 • Theme: Space, Samantha Monter, Tricia Gray, Kara Mitchell Viesca, Alexa Yunes

ICMEE Learning Packets: Level 3 of English Proficiency (K-12)

These packets are self-contained. Everything a child will need to be successful with the activities is provided in the packet. Students will only need a writing utensil. Additional tools like crayons or scissors can be used, but do not have to be.

Day 1 • - Solar System Mini Book - Vocabulary Dictionary - Explore the Solar System - Math Word Problems

Day 2 • - Learn about Astronauts - If I were an astronaut writing. - Label the Astronaut - Match the Vocabulary

Day 3 • - Read about Constellations - Draw a constellation - Compare 2 planets - …

2nd-3rd Grade: English Level 3, Learning Packet #3 • Theme: Taking Care Of Myself, Samantha Monter, Tricia Gray, Kara Mitchell Viesca, Alexa Yunes

ICMEE Learning Packets: Level 3 of English Proficiency (K-12)

My Plan for the Week

Choose activities from the different content areas to complete each day. You can choose one or two activities from different areas to do during the day. Below is a list of the activities in each content area.

Reading - Food Groups - What we eat - Handwashing

Writing/ Grammar - How do you take care of yourself - How To Writing - Exercise Journal - Suffix Organizer - Suffix Matching

Vocabulary - Dictionary - Vocabulary Matching - Vocabulary Sentences

Physical Education - Yoga - Create a Workout - Walk around Your Neighborhood

Math - Crack …

2nd-3rd Grade: English Level 3, Learning Packet #4 • Theme: Rainforest, Samantha Monter, Tricia Gray, Alexa Yunes

ICMEE Learning Packets: Level 3 of English Proficiency (K-12)

My Plan for the Week Choose activities from the different content areas to complete each day. You can choose one or two activities from different areas to do during the day. Below is a list of the activities in each content area.

Reading - All about Rainforests - Where are Rainforests - Animals in the Rainforest

Writing/ Grammar - Give a report - If I traveled to a Rainforest story - Interview an Explorer - Compound words Organizer - Compound word matching/sentences

Vocabulary - Dictionary - Vocabulary Matching - Vocabulary Sentences

Math - Crack the Code - Graph the Animals …

K–1st Grade: English Level 2, Learning Packet #2 • Theme: In The Garden, Lacey M. Farmer, Tricia Gray, Kara Mitchell Viesca, Alexa Yunes

ICMEE Learning Packets: Level 2 of English Proficiency (K-12)

Day 1 • Choose a Buddy, Writing new words, Garden memory, Make a pattern, Building sentences

Day 2 • Writing new words, More than one, Today's number (18)

Day 3 • Corn counting, Sequence writing, Read the story: The garden, Measuring worms, Draw a picture and write the length

Day 4 • Graphing, Journal writing, Today's number (55), Leaf rubbing

Day 5 • Leaf "painting," Can you find...?, Write about a picture, Dictionary

My Packet Journal

Reference Sheet

Answer Key