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Articles 1 - 9 of 9
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Principals’ Transformational Leadership Practices In Increasing Reading Achievement For Ells, Michelle Jeffrey
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
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
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 …
Elementary Principal Leadership Practices To Enhance Academic Achievement Of English Language Learners, Toi Okema Davis
Elementary Principal Leadership Practices To Enhance Academic Achievement Of English Language Learners, Toi Okema Davis
Walden Dissertations and Doctoral Studies
English Language Learners (ELLs) struggle in many schools in the United States. Instructional leaders and their communities need greater understanding of the leadership practices of principals that can enhance the achievement of ELLs. The purpose of this qualitative exploratory case study was to examine the leadership practices that elementary principals used to increase the achievement of ELLs in their schools. The conceptual framework that grounded this study was culturally responsive school leadership. The two research questions were designed to explore the leadership practices employed by principals to increase the achievement of the ELL population at their schools. Eight elementary principals …
Supplemental Education Services And Cultural-Linguistic Instruction For Hispanic Students To Improve English Language Proficiency, Joshua William Cochran
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 …
Esl Teachers’ Perceptions Of Intercultural Sensitivity Training In K-12 U.S. Classrooms, Cherise Rosemarie Clark
Esl Teachers’ Perceptions Of Intercultural Sensitivity Training In K-12 U.S. Classrooms, Cherise Rosemarie Clark
Walden Dissertations and Doctoral Studies
Recent studies have suggested that intercultural sensitivity can improve intercultural relationships and that training increases English as a second language (ESL) teachers’ intercultural sensitivity. However, research investigating teachers’ perceptions of their training in intercultural sensitivity is limited. The purpose of this basic qualitative study was to explore ESL teachers’ perceptions of their experiences with training and professional development (PD) toward becoming more interculturally sensitive in K-12 U.S. classrooms. The conceptual framework was Chen and Starosta’s concept of intercultural sensitivity, as a concept from their theory of intercultural communication competence. The research questions addressed the teachers’ perceptions of their experiences with …
English Language Learner Teachers’ Perspectives Of Professional Development And Their Implementation Of Instructional Practices, Cara Nicole Scales-Judkowitz
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 …
First-Year Mainstream Teachers' Perspectives On Preservice Preparation In English Language Learner Instruction, Sally Hernandez
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 …
Elementary Educators’ Perceptions Of Common Core Mathematics Standards For English Language Learners, Katricia Purnell
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 …