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Bilingual, Multilingual, and Multicultural Education Commons

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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Culturally Responsive Training For Secondary English Language Teachers, Tina Mccorkle Apr 2019

Culturally Responsive Training For Secondary English Language Teachers, Tina Mccorkle

Electronic Theses and Dissertations

In this quantitative study, I investigated the effectiveness of a training intervention program to positively impact secondary teacher attitudes and perceptions of culturally responsive teaching (CRT). The study is relevant in Alvin Independent School District given the demographic shift resulting in an increase in Hispanic students and students learning English as a second language. The purpose of the study was to investigate teacher attitudes and perceptions of CRT to determine if there was a statistically significant difference according to pre- and post-survey data in order to evaluate the effectiveness of the CRT program intervention. The CRT research from Ladson-Billings (1992 ...


An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program, Kim L.P. Rigby Apr 2019

An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program, Kim L.P. Rigby

Dissertations

ABSTRACT

Enrolled at many public schools in the United States are students who primarily speak languages other than English and lack proficiency in the English language. These students are required to show language proficiency on end-of-year English-only state assessments. One public elementary school utilizes a support program to assist second language learners in acquiring a level of language skills necessary for proficiency on state assessments. My evaluation of this school’s program utilized mixed methods to determine the viability of support services provided to second language learners. The findings of my evaluation revealed some weaknesses within the provided services and ...


The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff Jun 2017

The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff

Empowering Research for Educators

Family and Consumer Sciences (FCS) content and English as a Second Language (ESL) strategies can be organically incorporated to create a successful education for an English Language Learner (ELL). The first objective of this research project is to discover how prepared Family and Consumer Sciences teachers feel to work with English Language Learners in the classroom. The second objective is to identify practical and effective methods and strategies that are useful for Family and Consumer Sciences teachers instructing English Language Learners. The rationale for this project is that by identifying the challenges faced by English Language Learners in education, teachers ...


Sheltered Instruction Versus Mainstream Classroom – The Impact Of Classroom Placement And Other Factors On The Achievement Of English Language Learners In Science: Implications For Educational Leaders, Ariana T. Magee May 2017

Sheltered Instruction Versus Mainstream Classroom – The Impact Of Classroom Placement And Other Factors On The Achievement Of English Language Learners In Science: Implications For Educational Leaders, Ariana T. Magee

Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University

The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream class - and determine if there was a difference in their levels of achievement based on placement. Unlike other academic courses, science incorporates its own terminology that can be difficult for even mainstream non-ELLs to understand. With the goal for English Language Learners to develop scientific proficiency, ELLs must gain an understanding of science substance and practice exploratory propensities for the brain. This is unthinkable without an understanding of science vocabulary.

The researcher examined the following variables as ...


Improving The Reading Level Of Middle School English Learners In English Language Development Classes., Anastasiia V. Mixcoatl-Martinez May 2017

Improving The Reading Level Of Middle School English Learners In English Language Development Classes., Anastasiia V. Mixcoatl-Martinez

Master's Projects and Capstones

Presently, there are about 2,664,921 English Language Learners (ELLs) and Fluent English Proficient (FEP) speakers in California public schools who speak a language other than English at home (CalEdFacts, 2016). Some of these students have immigrated to the United States from other countries, while others were born and have been raised in the United States. According to the California Department of Education, the vast majority of ELLs (83.5%) in California come from low-income families and speak a language other than English at home. 73% of ELLs attend English Language Development (ELD) classes kindergarten through grade six, and ...


Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin Jan 2017

Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin

Journal of Pedagogy, Pluralism, and Practice

In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to ...


Perceptions Of Educator Preparation In The Field Of English Language Learners, Vivian R. Fry Nov 2016

Perceptions Of Educator Preparation In The Field Of English Language Learners, Vivian R. Fry

Selected Honors Theses

This study investigated how well pre-service teachers felt prepared to teach English Language Learners in the areas of second language (L2) acquisition and culture. 62 preservice teachers responded to a survey sent out to education majors at Southeastern University. Majority of the participants in the study indicated that they had less than adequate knowledge in the area of L2 acquisition and were less than adequately prepared to educate ELLs in the area of L2 acquisition. The participants indicated that they wanted professional development opportunities that focused on pedagogy for the specific stages of L2 acquisition. Regarding culture, a little more ...


The Effect Of A Self-Regulated Vocabulary Intervention On Word Knowledge, Reading Comprehension, And Self-Regulated Learning For Elementary English Language Learners, Qizhen Deng May 2016

The Effect Of A Self-Regulated Vocabulary Intervention On Word Knowledge, Reading Comprehension, And Self-Regulated Learning For Elementary English Language Learners, Qizhen Deng

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

English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension ...


The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson Jul 2013

The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson

Faculty Publications

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.


Effects Of Direct Instruction And Corrective Feedback On Second Language Acquisition, Don Jones, Helen Ramirez Jan 2013

Effects Of Direct Instruction And Corrective Feedback On Second Language Acquisition, Don Jones, Helen Ramirez

The Richard W. Riley College of Education and Leadership Publications

ABSTRACT

This study compared the effectiveness of differing instructional approaches used within two units of study in Spanish classes at a suburban middle school. The purpose of this quantitative, pre-experimental study was to determine if direct instruction in grammar and vocabulary combined with a variety of corrective feedback types would facilitate higher levels of second language acquisition than an instructional approach that concentrated on student activity and task performance. The theoretical base of the present study focused on associative-cognitive second language theories and hypotheses that explained how second language learning occurs. The purposive convenience sample was comprised of 86 students ...