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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
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 …
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 …
Response To Intervention For English Language Learners, Robin Adele Rivas
Response To Intervention For English Language Learners, Robin Adele Rivas
Walden Dissertations and Doctoral Studies
Researchers in schools have had differing interpretations of effective implementation of response to intervention (RTI) models that have resulted in educators' confusion and misperceptions of the programs, especially with elementary English language learner (ELL) students. The purpose of this case study of 4 schools in an urban school district in the midwest was to explore how teachers used experiential, linguistic, and culturally responsive research-based instructional strategies in their classes to meet the needs of ELLs. Additionally, the RTI team process was explored to discover what experiential, linguistic, and culturally responsive research-based indicators they considered during the RTI decision making process …
Meeting The Needs Of English Language Learners In Mississippi Through Professional Development, Delore Nelson
Meeting The Needs Of English Language Learners In Mississippi Through Professional Development, Delore Nelson
Walden Dissertations and Doctoral Studies
The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of …
Secondary And Postsecondary Teachers' Perceptions Of Esl Students' Barriers To College Graduation, Barbara E. Griffin
Secondary And Postsecondary Teachers' Perceptions Of Esl Students' Barriers To College Graduation, Barbara E. Griffin
Walden Dissertations and Doctoral Studies
Majority of English as second language (ESL) students attending primary and secondary schools in the United States are not considered college ready despite mandated educational strategies aimed at improving language acquisition and academic performance. ESL students are more likely to drop out within the first 2 years of college than their English-speaking peers. The purpose of this qualitative study was to explore educators' perspectives regarding high postsecondary attrition rates of ESL students in Middle Tennessee. Tinto's retention theory provided the framework for the study. Data collection included semistructured interviews with 6 Middle Tennessee public high school teachers and 6 Middle …
Cultural Relevance In An English Language Learners' Classroom: A Qualitative Case Study, Katherine L. Roe
Cultural Relevance In An English Language Learners' Classroom: A Qualitative Case Study, Katherine L. Roe
Walden Dissertations and Doctoral Studies
Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as the conceptual framework in a qualitative case study to examine how cultural strengths and knowledge …