Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
Articles 1 - 5 of 5
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Effects Of Teacher-Led Reading Teaching Activities And Student Independent Reading On Fourth Grade Ell Student Reading Comprehension, Siping Liu
UNLV Theses, Dissertations, Professional Papers, and Capstones
This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying the relationship between ELL reading development and the reading teaching activities recommended for ELL students' reading development and discuss the potential conflicts of the ideas underlying these teaching activities with some assumptions underlying the second language theories. With such an introduction as a base, I raise some research questions for my …
The Implementation And Modification Of Three 4th Grade Social Studies Content Lessons For English Language Learners And Students With Disabilities, Benelly Peralta
The Implementation And Modification Of Three 4th Grade Social Studies Content Lessons For English Language Learners And Students With Disabilities, Benelly Peralta
Graduate Student Independent Studies
The focus of this investigation was to take three general social studies content lessons created for a general education classroom and modify them for the particular needs of students with disabilities and English language learners.
Second Grade Ell's Emic Perspective Of An Afterschool Reading Program: An Interactional Ethnographic Study Of Reading Opportunities And Social Construction Of Second Grade Ell's Read Alouds, Susana S. Saldivar
Theses and Dissertations - UTB/UTPA
The purpose of this research was to uncover what counts as reading to second grade ELLs (English Language Learners) in a non-graded, afterschool reading program. I used an interactional ethnographic epistemological research approach. I video-and audio-taped twentyfour afterschool reading lessons, took fieldnotes, conducted semi-structured interviews, and collected artifacts. The thirteen participants were ELLs, from low socioeconomic backgrounds, and of Mexican-American descent. First, I identified children’s opportunities on an event map. Next, I analyzed moment-by-moment discourse analysis of read alouds from the beginning and end of the program. Finally, I made visible what counted as reading from participants’ discourse through domain …
A Third Grade Bilingual Teacher's Knowledge And Practices For Developing Reading Comprehension, Miriam Guerra
A Third Grade Bilingual Teacher's Knowledge And Practices For Developing Reading Comprehension, Miriam Guerra
Theses and Dissertations - UTB/UTPA
The purpose of this study was to examine teacher knowledge and practices for teaching reading comprehension to English language learners and socio-economically disadvantaged students in a third grade bilingual class. This study uses a conceptual framework of pedagogical content knowledge to investigate how kinds of content knowledge and pedagogical practices interact to create the teacher’s special way of knowing how to teach comprehension to her students. This study uses a case study methodology to investigate what the teacher knows and how her knowledge is enacted in her teaching practices. This case study provided an in-depth perspective of teacher knowledge. Through …
Investigating Elementary Teachers' Instructional Planning And Teaching Experiences With Long-Term English Learners: A Qualitative Study, Melinda V. Lopez
Investigating Elementary Teachers' Instructional Planning And Teaching Experiences With Long-Term English Learners: A Qualitative Study, Melinda V. Lopez
Theses and Dissertations - UTB/UTPA
English Language Learners (ELLs) are currently the fastest growing student population in the United States (Duhon-Ross & Battle, 2001; Verdugo & Flores, 2007). Within this population, there exists a group of students who are frequently criticized for lacking academic fluency in English despite having been educated in the United States for a long period of time. They are known as Long-Term English Learners. Long- Term English Learners share some characteristics with other groups of students, but occupy a unique space with regards to language issues (Olsen, 2010). The phenomenon of Long- Term English Learners is not new, but continues to …