Bilingual, Multilingual, and Multicultural Education Commons^™

Siop Lesson Plan Analysis, Hyonsuk Cho

AI Assignment Library

The purpose of this assignment is to critically analyze and evaluate a lesson plan that is developed by a generative AI tool.

From The Field: Using A Simple Guide To Help Students Write Better Abstracts, Rochelle H. Holm, Anna Karin Roo

Faculty Scholarship

Students in science, technology, engineering, and mathematics (STEM) often write abstracts for research assignments but may not understand the purpose of an abstract. This paper presents the pilot of a simple guide for writing abstracts which gave student support to two undergraduate Malawian ELL students for their undergraduate research assignment. The two students and the instructor found the handout was helpful for the students to develop technical writing skills for the abstracts.

Teaching Lexical Stress: Effective Practice In A Mandarin Ell Context, Ethan Oliver

Senior Honors Theses

Current trends in teaching pronunciation to ELLs (English Language Learners) point towards a "top-down" approach. This refers to putting emphasis on the overarching prosodic features of English rather than the proper pronunciation of consonants and vowels. One of the most integral prosodic features in English is stress. Both lexical stress (stressed syllables within a word) and sentence stress (stressed words within a sentence) play an important role in the prosodic pronunciation of English. However, some languages, such as Mandarin, lack stress in their prosodic systems, instead employing features such as tonality. These languages both have overlap in their fundamental prosodic …

Story Shaping Ideology: Majoritarian Stories Of English Learners, Tina Keller

Faculty Educator Scholarship

Using interviews, artifacts, email correspondences, and lesson plans collected from six white, female, preservice teachers during their student teaching, this chapter focuses on the stories that shaped their ideologies of the emergent bilingual children in their classrooms. The findings indicate the preservice teachers, while having diverse lived experiences, held some common majoritarian stories concerning English learners. In addition to those majoritarian stories already established in the field, there were three additional stories uncovered in this study that significantly influenced the ideologies of emergent bilingual students. The chapter concludes by encouraging teacher educators to unpack story and use it as a …

Post-Program English Language Learners: Successful Learners Or Struggling Learners?, Tianna Bankhead

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

As an educator in the field of English Language Development, I have chosen to explore the experience of four participants that have exited their ELL program within the last 1 - 2 years in Lincoln Public Schools. I wanted to capture the first-hand experience of secondary students by exploring where they are finding successes since being formally considered proficient in English and where they are struggling. I interviewed these students and explored their academic world as well as the social world within the school setting. At the conclusion of the study, I found that students are academically achieving success in …

A Phenomenological Study On Self-Efficacy And Self-Regulated Learning Strategies And Their Link To Persistence In Hispanic College English Language Learners, Gabriela Defrancisco

FIU Electronic Theses and Dissertations

In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1^st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution.

The researcher conducted 14 semi-structured interviews of their experiences both as immigrants learning the English language and first-generation college students by utilizing a phenomenological framework. …

Identification Of Hispanic English Language Learners In Special Education, Gail I. Becker, Aaron R. Deris

Special Education Department Publications

Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked …

Educators’ Beliefs About Appropriate Pedagogical Models For Spanish-Speaking Ells Who Differ In Home-Language And English-Language Literacy Abilities, Audrey Figueroa Murphy, Bruce Torff, David Sessions

Curriculum & Instruction Faculty Publications

Survey research (n = 366) examined educators’ beliefs about the efficacy of five pedagogical models (English as a second language (ESL) self-contained, ESL push-in, ESL pullout, bilingual, and dual language) for English language learners who differ in English literacy proficiency and home-language abilities (delimited to Spanish in this research). Dual language was preferred when students have high English proficiency; this effect was extremely strong for students who are also proficient in Spanish, and moderate when students’ Spanish skills are low. Bilingual education was moderately favored when English is low and Spanish is high. ESL self-contained was moderately favored when students …

Predictors Of The Use Of English Language Assistance Services By English Language Learners In Elementary Schools, Juanita Hosch-Martin

Doctoral Dissertations and Projects

The number of English language learners (ELLs) in the American classrooms is growing at a rapid rate. The purpose of this correlational study was to determine whether there was a statistically significant relationship between the need for English language assistance services predicted using a combination of a student’s home language, student’s first language, student’s language used most, and W-APT scores for elementary school students in a southeastern state. The instrumentation for this study consisted of the Home Language Survey and W-APT scores. With the approval of the IRB and a southern state school district, the research was conducted using a …

Teaching Special Education In The Es/Fl Classroom, Melinda Koerth

Senior Honors Theses

English language learners (ELLs) are growing in number in the United States school system. With this increase in population comes the task of providing quality and appropriate education for these students. A great part of this responsibility falls on instructors of English as a Second/Foreign Language (ES/FL) courses. As with every other content area, the possibility of having students with disabilities and disorders in the classroom exists. However, in the context of language acquisition unique obstacles and pitfalls exist which are particular to this field. Providing services for ELLs with special needs is a major concern in the realm of …

Evaluating English-Learner Inclusion As An Effective Educational Strategy For English-Learner Students, Grace Dreyer

Senior Honors Theses

The United States of America has experienced unprecedented growth in the percentage of English Learners students enrolling in schools across the country. While federal guidelines and policies have been implemented within the past fifty years to hold school systems accountable for effectively education LEP students, there is no mandated model for educating English Language Learners. The massive number of students speaking foreign languages is a relatively recent issue, and government policy allows schools to operate with considerable flexibility; consequently, a variety of self-contained and English-inclusion strategies have emerged. Reducing costs and a number of other factors have led more school …

Strategies For Tutors Developing Long-Term Relationships With English As Second Language Students In Writing Centers, Andrew Yim

Purdue Writing Lab/Purdue OWL Graduate Student Presentations

This poster is looking at strategies for tutors looking to develop long-term relationships with ESL and ELL students in writing centers. The strategies that are included within this poster are taken from my own experiences and other readings. Furthermore, the poster looks at different writing centers throughout the United States that have programs that encourage these long-term relationships.

Clark County School District’S English Language Learners An Analysis Of Enrollment, Educational Opportunities, And Outcomes In Nevada And Ccsd, Christina Mokhtar

Lincy Institute Reports and Briefs

As the largest school district in Nevada and the fifth-largest school district in the country, Clark County School District (CCSD) served approximately 310,000 students in 341 schools during the 2010-2011 school year. Typical of urban districts, more than half of its students are eligible for free or reduced-price lunch, and 68 percent are students of color. Many schools are located in neighborhoods of concentrated poverty, as well as racial and linguistic isolation (Terriquez, Flashman & Schuler-Brown 2009). Also, the patterns of enrollment show dramatic increases in the proportions of English language learners (ELLs) in CCSD over the last two decades.

Investigating Vocabulary And Reading Strategies With Middle Grades English Language Learners: A Research Synthesis, Brooke Kandel-Cisco, Yolanda Padrón

Scholarship and Professional Work – Education

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to instruction. Parameters were established to determine whether the collected research studies met the purpose of the synthesis and the standards for quality research, using the guiding principles for scientific research set forth in the National Research Council’s Scientific Research in Education. Three themes emerged across the 11 identified studies: (a) the …

The Need To Create Culturally Responsive Teachers: Implications For Teacher Education Programs, Cass Griffin

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Using nine reflections as a centerpiece, this thesis aims is to inform readers about the power that an international travel experience and/or practica in dual-language environments can have in becoming a more effective teacher, a culturally responsive teacher. From personal experience in a both settings, I think I am now better able to relate to students with culturally or linguistically diverse backgrounds because I have been in a similar situation. Students with diverse backgrounds (that are different from their teacher) may have extra difficulty communicating or expressing their thoughts and ideas. Teachers need to recognize these difficulties and respond appropriately …

English Learner Oral Language Production In Middle School Academic Classes, Kathryn Brooks

Scholarship and Professional Work – Education

Because of current federal and state educational policies, oral language development is an often overlooked aspect of language and literacy use and development of English Learning (EL) students in K-12 schools in the United States. This article describes a study in which a researcher used an ecobehavioral approach to investigate the conditional probability that young adolescent EL students would produce language in content area classes as they engaged in four different instructional grouping configurations: whole class, small group, one-to-one, and individual instruction. Significant differences emerged between instructional grouping configurations in terms of EL student production of oral academic language. Overall, …

The Abc Of Teaching Diverse Learners, Vicky Giouroukakis Ph.D., Andrea Honigsfeld Ed.D.

Faculty Works: EDU (1995-2023)

As the impending Common Core State Standards (CCSS) seem sure to entail even more assessment in most states, there are increasing demands for teachers to adequately prepare all their students to meet the new standards and achieve passing scores on high-stakes, standardized state assessments. Teachers around the U.S. today are facing new standards, new assessments, and new curricula that they will need to study and incorporate quickly in order to comply with state and federal requirements while doing their best to provide quality education for all of their students.

English Language Learner Academic Engagement And Instructional Grouping Configurations, Kathryn Brooks, Linda P. Thurston

Scholarship and Professional Work – Education

This study used and ecobehavioral approach to investigate the conditional probability that English language learning (ELL) students would engage in academic tasks in urban middle school content area classrooms within different instructional grouping configurations. These configurations included whole class, small group, one-to-one, and individual instructions. The participants in the study included 28 native Spanish-speaking students who were all identified as being English language learners (ELL). The findings on this study indicate that participants were most likely to engage in academic tasks during small group and one-to-one instruction. They were least likely to engage in academic tasks during whole class and …

Building On The Cultural And Linguistic Capital Of English Learner (El) Students, Kathryn Brooks, Katya Karathanos

Scholarship and Professional Work – Education

...While our nation has a long history of competing ideologies and political controversies related to English immersion (in which the primary language of instruction is English) programs versus bilingual education, scholars contend that these two educational approaches need not be conceptualized as dichotomous. Rather, when educators consider what approaches and strategies will provide the best opportunities for particular students to learn in particular contexts, they must bear in mind that for EL students, their native languages and cultures are key resources to draw upon for teaching both content and language (Lucas & Katz, 1994). They must also think about how …

Discomfort, Deficiency, Dedication: Pre-Service Teachers Voice Their Ell-Related Concerns, Wendy J. Glenn, Mileidis Gort

Teaching and Learning Articles and Papers

No abstract provided.

Improving Reading Comprehension In Dual Language Programs, Susana E. Franco-Fuenmayor, Brooke Kandel-Cisco, Yolanda Padrón

Scholarship and Professional Work – Education

The low achievement levels and high dropout rates of English Language Learners (ELLs) continue to be a great challenge for educators. One area that can provide us with useful information on how to improve the education of ELLs is dual language programs. Research in this area indicates that native language development is important for academic success. The present study examined the cognitive reading strategies of students enrolled in a dual language program. The results indicate that both language groups of students were using successful cognitive reading strategies to comprehend text. The study also describes how the questionnaire used in the …

Pre-Service Esl Teachers’ Instructional Discourse During One-On-One Tutoring, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Jacqueline Endres-Nenchin, Lisa Peluso Ed.D.

Faculty Works: EDU (1995-2023)

Teacher discourse or teacher talk is the form of discourse that teachers use when instructing their students. Chaudron (1983) described teacher talk as a particular form of speech used by teachers to instruct their students through language that is clear and explicit. He compared teachers’ speech and native speakers’ speech to nonnative speakers in settings outside the classroom (also called foreigner talk), explaining that differences exist but are not sufficiently systematic or distinct to make teacher talk a ‘special sociolinguistic domain’ (Chaudron 1988: 55): ‘It appears that the adjustments in teacher speech to nonnativespeaking learners serve the temporary purpose of …