Bilingual, Multilingual, and Multicultural Education Commons^™

Seeing And Being Seen: A Multimodal Inquiry Of Multilingual High School Newcomers And Their Contributions To Educational Communities, Ivana Espinet

Dissertations, Theses, and Capstone Projects

This dissertation research followed the experiences of seven high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship.

The internship provided a space for the young people to make sense of schooling in their new country. The narratives that the interns shared highlight how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they …

"We Run A Different School Within A School": Educator Perceptions Of Guatemala-Maya Students In A North Georgia Public School System, Anna Tussey

Master of Arts in American Studies Capstones

In recent years, the social and political persecution of the Maya population throughout Central America has led to an influx of Maya women and children migrating to the United States. The increased population of immigrant children presents new challenges for the United States, especially in public education. Maya people are rarely distinguished from the Latinx population, subsequently causing their linguistic and cultural needs to go unmet and unacknowledged. This project focuses on the education of Guatemalan-Maya students in a North Georgia public school system, framed through interviews with educators. The educators selected for this study worked almost exclusively with elementary, …

Heteroglossic Practices In A Multilingual Science Classroom, Lydiah Kananu Kiramba

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper uses sociocultural theories of language learning to investigate how teachers and students navigate between monolingual institutional policies and the multilingual realities encountered in a rural Kenyan fourth-grade classroom. The paper addresses not only how learners’ communicative repertoires are deployed to make meaning in a foreign language instruction context but also the sociocultural significance of these communicative practices. Results illustrate how the science teacher used heteroglossic practices to mediate students’ access to literacy, hence, supporting the content learning and language development of students. Both the science teacher and the students preferred a more flexible use of language to make …

Parents' And Teachers' Collaborative Perspective: An Input For A Model On Materials Development In A Multilingual Setting, Jane Kibla Lartec

Journal of Research Initiatives

This study explored the collaborative perspective of teachers and parents on the materials development in a multilingual setting. Respondents were six parents and six teachers from two pilot schools in a melting pot city of different languages and cultures. The research design employed was qualitative to gain insights, explore the depth, richness and complexity inherent in the social or cultural phenomenon. Data were gathered from interviews with the aid of audio recorder and interview guide based on Malone (2007). The responses were transcribed and then categorized into themes according to similarities pertaining to the development of materials. It was found …

Two Activities For Multlingual Students: Learning In Monolingual Classrooms, David Schwarzer, Christian Acosta

Journal of Multilingual Education Research

The purpose of this article is to re-conceptualize the role of the monolingual teacher in mainstream K-12 classrooms in the United States who work with students who are mostly multilingual and transnational. The proposed role for monolingual teachers is to incorporate at least some of the resources available in students’ native languages, even if they do not have a working knowledge of those languages. To illustrate how this can be achieved the authors showcase two practical activities that can be used in mainstream classrooms to spark discussions about multilingualism and multilingual literacy. The activities are designed to promote the maintenance …

The Illinois State Seal Of Biliteracy: A Policy Advocacy Document, John L. Finan

Dissertations

This report advocates for my district's participation in the Illinois State Seal of Biliteracy Program, which became law in August, 2013. This program places value on developing bilingual or multilingual citizens. Through the demonstration of proficiency in English and one or more foreign languages, students can earn the State Seal of Biliteracy, which is recognized on high school diplomas and transcripts. Due to the inherent educational value of language study and the importance of developing cross-cultural 21st century skills, this report analyzed the educational, economic, social and political contexts within which the decision to participate in this program was made. …

The Efficacy Of Sheltered Instruction Observation Protocol (Siop) In Mathematics Instruction On English Language Learner Students, Jose L. Vidot

Walden Dissertations and Doctoral Studies

Studies by the National Association for Educational Progress found that English Language Learner (ELL) students perform poorly compared to other students on standardized mathematics exams. The research problem addressed how Sheltered Instruction Observation Protocol (SIOP) affected the instructional practices of high school mathematics teachers. The purpose of this evaluative case study approach was to explore the extent to which the implementation of SIOP influenced mathematics instruction in a mid-sized rural high school. The conceptual framework for this study was formed by combining Krashen's i+1 nativist theory for language acquisition through comprehensible input, Long's interactionist theory for acquisition of knowledge and …

Kindergarten Teachers' Perceptions Of Barriers English Language Learners Face In Mathematics, Martha A. Franklin

Walden Dissertations and Doctoral Studies

There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers …

Influential Factors That Affect Retention And Language Acquisition In Beginning Esl Adults Students, Luis Manuel Rodriguez-Garcia

Walden Dissertations and Doctoral Studies

This study explored the problem of student attrition in beginning courses of an Intensive English Program (IEP) that may affect the sustainability of the IEP. The purpose of the study was to understand the perceptions of continuing students and the factors that influenced their motivation and engagement to persist studying in the IEP. Constructivism and behavioral social learning theory guided this study. The research problem addressed the need for students to remain in IEPs and achieve second language acquisition. The research questions were designed to learn what instructional approaches motivated and engaged participants to persist in successive introductory courses. A …

The Role Of In-Service Teachers In Pre-Service Teacher Preparation For Multicultural Education, Diane Smith Grych

Walden Dissertations and Doctoral Studies

The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups---including students---will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical …

Scaffolding English Language Learners' Reading Performance, Lolita D. Mckenzie

Walden Dissertations and Doctoral Studies

English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were …

Increasing Cultural Awareness Through A Cultural Awareness Program, Christina Collins

Walden Dissertations and Doctoral Studies

Racial tension still motivates strife and violence in the metropolitan Detroit area. This study sought to determine the effectiveness of a collaborative partnership on the attitudes of a group of diverse learners regarding multicultural relations. The purpose of this research study was to investigate whether participation in the Cultural Awareness Consortium (CAC) improved the multicultural relations of diverse high school students. The 2 theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions addressed whether attending the CAC for 4 months, the treatment, changed students' attitudes …

Latino English Language Learners In Middle School And The Effect Of General Education Teachers' Use Of The Lesson Study Collaborative Model, Chauncey Dante Reese

Walden Dissertations and Doctoral Studies

General education content teachers in an urban middle school are responsible for the academic performance of Latino English language learners (ELLs) but lack specialized training in language acquisition. The purpose of this qualitative case study was to investigate content teachers' use of the lesson study collaborative model in teaching Latino ELLs. The theoretical framework of cooperative learning and the lesson study planning model guided this study. The research questions addressed the specific English as a second language (ESL) conversations and planning that occurred in interdisciplinary team meetings and lesson study implementation in teaching practice and student performance. Typological analysis of …

Increasing Students' Academic Involvement: Chilean Teacher Engagement With Learners In Blended English As A Foreign Language Courses, Christopher P. Johnson

Walden Dissertations and Doctoral Studies

Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement …

First Grade Teachers' Perceptions Of And Expectations For Ell Students, Marsha Couch

Walden Dissertations and Doctoral Studies

Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by teachers' perceptions of and expectations for ELL students. Guided by the theories of interpersonal expectancy and self-fulfilling prophecy, this study examined first grade teachers' perceptions of and expectations for their ELL students in a small southern U.S. town. Using a case study approach, data were collected through interviews, observations, …

Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest

Walden Dissertations and Doctoral Studies

There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through …

Comparing The Effects Of Two Asynchronous Teaching Methods, Wikis And Eboards, On Spanish Students' Cultural Proficiency, Kristopher D. Muir

Walden Dissertations and Doctoral Studies

Culture tends to be misplaced as a secondary instructional goal in most foreign language classrooms. Although research has suggested that a strong link exists between language and culture, the problem resides in how best to teach culture in the classroom. While this problem impacts all learners, it may affect high school students more because they are entering a multilingual and multicultural world through higher education, study abroad, and employment. Based on Moran's conceptual framework of culture, this study addressed a gap in the literature by examining the effects of 2 innovative technologies, wikis and eBoards, and their potential to improve …

A Q-Methodology Study Of Adult English Language Learners' Perceptions Of Audience Response Systems (Clickers) As Communication Aides, Lisa Ann Rodriguez

Walden Dissertations and Doctoral Studies

This study explored the perceptions of adult English language learners about the use of audience response systems (clickers) to facilitate communication in a classroom environment. In the early stages of second language acquisition, learners' receptive capabilities surpass expressive capabilities, often rendering them silent in their second language. Educational strategies and tools may be available to help English language learners communicate more effectively by enabling them to demonstrate their knowledge and express their opinions nonverbally. Many studies have been conducted with clickers, but none were found pertaining to adult English language learners. Second language acquisition theory provided the theoretical base for …

Multiyear Student/Teacher Relationships And Language Development In Children Of Hawaiian Descent At Kamehameha Schools Community Based Early Childhood Education Program, Susan Collins

Walden Dissertations and Doctoral Studies

Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabulary Test-III (PPVT-III) and language scores on the Developmental Indicators for the …

The Relationship Between Cooperative Learning And Physics Achievement In Minority Students, Victor Chester

Walden Dissertations and Doctoral Studies

Minority students lag Caucasian students in science performance and are underrepresented in the fields of science and technology. It is therefore pivotal for minorities, African American and Hispanic students, to show improved performance in science education. The purpose of this study was to investigate the impact of cooperative learning strategy on physics achievement by high school minority students. Constructivism formed the theoretical framework for the study. Independent learning, the traditional strategy, and cooperative learning dyads, the novel intervention, were the independent variables, and the dependent variable was achievement in physics. A repeated measures design and a convenient sample group of …

The Effects Of Teacher Race In The Elementary School On Student Achievement Test Scores, John Stortz

Walden Dissertations and Doctoral Studies

The racial and gender composition of elementary school teachers does not match those of the students and this may be contributing to an inequity of achievement scores between African American and European American students. This ex post facto causal comparative study compared three levels of elementary school diversity personnel staffing on Grade 4 African American student Criterion-Referenced Competency Test (CRCT) scores and differences between male African American scores and female African American scores in a suburban Atlanta county. Nine intentionally selected elementary schools were chosen representing 3 racial diversity personnel staffing levels including 39% to 50%, 25% to 27%, and …

A Program For Teaching Reading Readiness Skills To Primary Spanish-Speaking Children, Mary Ofelia Smith

All Graduate Projects

Methods and procedures for teaching reading readiness skills to primary Spanish-speaking children were developed. The methods and procedures were developed to enrich the basic teaching of reading programs and to provide a means for development of specific skills that the standard program failed to develop for the limited English speakers. Each procedure contains step-by-step directions for the teacher to combine with current methods of the teaching of reading.