Elementary Education Commons^™

Multilingual And Multicultural Education: The Intersectionality Of Culture Mindset And Instructional Practices, Brendon Thiry, James P. Concannon

Journal of English Learner Education

The new mainstream classroom is both multilingual and multicultural. How prepared are teachers to work with English language learners and students with interrupted or informal education? This study aimed to determine if teacher growth mindset and cultural competency significantly predicted teacher’s use of responsive teaching practices with English language learners. Utilizing a multiple regression model, growth mindset and cultural competency did not predict teacher’s use of responsive teaching practices. However, by conducting an itemized analysis of the cultural competency survey, certain items stood out as potential predictors of responsive teaching practices. Results from this study suggest that the cultural competency …

Language Assessment Literacy: Analyzing The Perspectives Of Mainstream Teachers Toward English Learners, Tunde Szecsi, Janka Szilagyi

Journal of English Learner Education

This qualitative phenomenological study explores mainstream classroom teachers’ language assessment literacy as it relates to English learners. In Southwest Florida, Fifty-five teachers were interviewed about their knowledge and use of English language proficiency assessments in mainstream classrooms. We conducted content analysis of the individual interviews and field note data. The findings indicated that teacher’s knowledge of language proficiency assessments includes: (a) awareness of language proficiency assessments, (b) one size fits all: misuse of content assessment, (c) language proficiencies confined solely to reading skills, and (d) preference for formative assessment. Findings also indicated that teachers’ limited use of language assessment results …

A Functional Approach To Language Development For Dual Language Learners, Luciana C. De Oliveira, Ruslana Westerlund

Journal of English Learner Education

This article describes a functional approach to language development. This approach draws on functional linguistic perspectives to offer ways for teachers to identify language patterns to help dual language learners (DLLs) see how language works and engage them in exploring meaning in texts as they develop their linguistic repertories in more than one language. The authors contextualize the approach as part of the new WIDA Standards and present a case study to showcase how the functional approach can be used in dual language classrooms, with annotated science texts in English and Spanish.

Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.

Journal of English Learner Education

An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …

Teacher Effectiveness In Underserved, Underfunded, And Under-Resourced Elementary Schools, Anais A. Placencia

Honors Undergraduate Theses

Based on previous studies and the author's observations pre-service teachers do not typically consider teaching in underserved areas as their preferred option (Aragon et al., 2014). My goal for this study was to provide PSTs with a different perspective on teaching in urban areas by developing a compendium of evidenced-based practices based on the five major patterns found in effective teaching in underserved elementary schools. A qualitative content analysis of research on teacher effectiveness in underserved, underfunded, and under-resourced elementary schools allowed me to gather data from previous studies to identify evidenced-based best practices for this particular setting. Based on …

Designing An Expressive Writing Unit For Students With Asd In Mind: The Synthesis Of Social-Emotional Learning And Writing Strategy Instruction, Maya Govea

Honors Undergraduate Theses

In general education classrooms across the United States, students with Autism spectrum disorder (ASD) learn how to write and cultivate their writing skills. Teachers of students with ASD have the unique responsibility of carrying out effective instruction to all students. However, the growing body of research around evidence-based practices and approaches for students with ASD is limited. Two effective practices that have shown positive statistical significance for students with ASD are the self-regulated strategy development model (SRSD) and the social-emotional learning (SEL) framework. General education instruction faces a research-practice gap because of the widespread lack of strategy instruction and lack …

Examining One Teacher's Practices In Supporting Students With Exceptionalities In An Online Setting, Alyson L. Hepler

Honors Undergraduate Theses

This thesis explored how students with exceptionalities learned literacy skills in an online learning environment and how the teacher was supported in the online classroom environment through professional development. Analysis of classroom observations and interviews with a teacher resulted in five findings: (1) There was limited professional development for teaching exceptional education students online. (2) Meeting exceptional student educational needs in the online environment was challenging for the teacher. (3) During the teacher's online lessons, there were some elements of literacy present such as comprehension and real-world examples. (4) The teacher missed out on some key components for literacy development …

A Book Review On Learner Identity And Beliefs In Efl Writing, Hilal Peker Phd, Metin Torlak M.A.

Journal of English Learner Education

This review focuses on the book Learner Identity and Learner Beliefs in EFL Writing by Olga Majchrzak. The book is one of the edited books in the series of Second Language Learning and Teaching by Miroslav Pawlak from Springer International Publishing. The review addresses the issues that the book explores such as learner identity in foreign language writing, EFL student beliefs, and students’ attitudes about EFL writing as explored by the author. The book could be used by students and researchers focusing on writing and also by writing instructors who would like to have class discussions on how students’ identities …

The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore

Journal of English Learner Education

Names serve as important identifiers and carry with them hopes for a generation as well as pride in one’s culture. A name is often an extension of one’s culture or language and represents their identity. With the increasing student diversity across our nation, many students in our K-12 public schools may have uncommon or nontraditional names. Public school teachers, who are predominantly White, may find these names unfamiliar, difficult to pronounce or difficult to spell. Despite a name’s unfamiliarity, classroom teachers must have the knowledge and disposition to create a space that signals to a student that their name is …

From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro

Journal of English Learner Education

This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. …

Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce

Journal of English Learner Education

With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …

Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger

Journal of English Learner Education

This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.

Taiwanese Efl Teachers’ Perceptions And Designs Of Contextualized Vocabulary And Grammar Instruction, Chin-Wen Chien

Journal of English Learner Education

This case study used documents, observations, and questionnaires to explore nineteen participants’ perception and designs of contextualized vocabulary and grammar instruction. This study has the following major findings. First, although the analysis of the questionnaires revealed that participants had better perceptions in learning and teaching vocabulary in context, they struggled in designing authentic contexts during the co-planning process. Participants’ status, teaching experience, and hours of English instruction affected their perceptions. Secondly, there was a lack of coherence of tasks and clear directions on completing the tasks based on the authentic language contexts. A model on contextualized vocabulary and grammar instruction …

Supporting Social And Emotional Learning In The Efl/Esl Classroom: How The New Science Of Child Development Can Inform Second Language Acquisition Theory And Practice, Matthew Nall

Journal of English Learner Education

Research in the field of Second Language Acquisition (SLA) generally falls within two categories: the cognitive/psycholinguistic camp, and the sociocultural camp (Fazel, 2014). These distinct approaches to empirical research in SLA have diverse epistemologies, methods, and implications for the second language classroom. Scholars within the sociocultural camp have made significant contributions to the field concerning social and emotional learning in the second language classroom. Concerning this, the current paper reviews recent developments in the field of developmental psychology and examines ways in which the new science of child development can inform SLA theory and practice in regard to social and …

Sel For Culturally And Linguistically Diverse Students, Sophie Cuocci, Rebeca Arndt

Journal of English Learner Education

There is abundant research about the benefits of SEL programs on social and emotional core competencies (e.g., increase in self-esteem, improvement of academic performance); however, general SEL programs are not necessarily designed with the English learners’ (ELs) needs in mind. Aiming at exploring valid and reliable SEL programs that meet the needs of the ELs, the article first examines the theoretical groundwork on which SEL is built upon. Next, this paper will first discuss Piaget’s, Vygotsky’s, and Dörnyei’s theories surrounding the cognitive, emotional, and sociocultural aspects involved in the learning process and language learning. It will then consider the needs …

Social Emotional Learning Practices In Learning English As A Second Language, Boniesta Zulandha Melani, Shayla Roberts, Jasmine Taylor

Journal of English Learner Education

Social and emotional factors are two main aspects of Social and Emotional Learning (SEL), which are also crucial in the development of L2 competence. Drawing examples from English as a second language (ESL) classrooms, this paper discusses how learners’ affective factors such as motivation, attitude, and anxiety (Henter, 2014) contribute to the L2 learning process through a social learning experience when learners engage in social interaction. Further examination of research findings from SEL classroom provides a thorough analysis of the lack of discussion on SEL in second language learning (SLL).

Social Emotional Learning And Hope Theory Connections: Perceptions Of Teachers And School Counselors In Training, Donita Grissom Ph.D., Viki Kelchner

Journal of English Learner Education

This qualitative survey study explored the interrelationship between hope as defined by Hope Theory (HT) and social emotional learning (SEL). Participants (N=161) were teachers and counselors in training (TCT) learning to work with English learners (ELs) in K-12 settings. Participants' perspectives of hope, strategies and future plans to integrate hope into the classroom were explored. Findings indicated that TCT in training have some knowledge of hope. Participants’ knowledge was limited in applications of hope in the classroom. There is a need for increased training of SEL and HT to prepare TCT to work with ELs and all students …

Social-Emotional Learning In Tesol: What, Why, And How, Luis Javier Pentón Herrera

Journal of English Learner Education

In this article, I advocate for the adoption of SEL in Teaching English to speakers of other languages (TESOL) as a promising pedagogy for ESOL educators and ELs. For this, I divide the remainder of the manuscript into four sections in addition to the introduction. In the first section—What is SEL? —I provide a brief theoretical description of SEL as it remains a fairly new concept in the ESOL field. In the second section—Why SEL in TESOL? —I elucidate my position of why we (ESOL educators) should embrace SEL pedagogies in our learning spaces using personal vignettes as support. The …

Books And Bagels 2020 Bibliography, Emma Gisclair

Handouts and Brochures

The Curriculum Materials Center’s Books and Bagels event is an annual book talk of some of the best books of the previous year. This bibliography is a list of the staff’s favorite and notable books of 2019, with a brief description of each book. It includes titles for grades PreK-12—picture books, young adult and middle grade fiction, graphic novels, and nonfiction. Original event held on March 5, 2020.

Using Children's Literature To Support Social And Emotional Learning In Third Through Sixth Grade Classrooms, Hayley L. Paljug

Honors Undergraduate Theses

This research examined the use of award-winning children’s literature for social and emotional learning, focusing on its use for children in third through sixth grades. The world is ever-changing, and, as a result, the need for children to learn necessary social and emotional skills continues to increase. These skills include, but are not limited to, perseverance, friendship, grit, caring, and the like. It has been found that teaching social and emotional skills through bibliotherapy is an engaging and successful method that can be used by schools and teachers. Teachers or other educational stakeholders can use this document to begin to …

Exploring Arts Integration In Language Arts Instruction For Elementary Education, Mary A. Dehner

Honors Undergraduate Theses

The purpose of this thesis is to provide insight on how arts integration in English language arts education increases engagement and achievement in students and teachers alike. Throughout my analysis of literature, local field research in two Central Florida public elementary schools, and my creation of a five-day arts-integrated writing unit, I found that arts integration, especially when utilizing Leonard Bernstein’s Artful Learning Method was observed to show a positive impact on students. Arts integration allowed for a child’s natural curiosity and instinct to create to take over, which created authentic learning experiences for the students. The research also demonstrated …

Using Integrated Thematic Units To Teach Social Studies In The Intermediate Grades Classroom, Noelle Frantz

Honors Undergraduate Theses

Teachers are asked every day to teach a variety of subjects to their students, but it is often challenging to find enough time in the day to teach every subject. Often, social studies is the subject that gets left out of the curriculum. The purpose of this project was to examine the research behind thematic units and determine their role as a strategy to teaching social studies in the intermediate grades classroom. I researched thematic units including how to create them and their benefits and challenges. Using the research, I then made a resource for teachers to create their own …

Creating A Sentence Frame Toolkit Based On Third Grade Writing Standards To Support The Writing Instruction Of Spanish-Speaking English Learners, Tanisha J. Rosa Le Bron

Honors Undergraduate Theses

Third grade general education teachers, particularly in Florida, will teach English learners (ELs) in their classroom who must participate in their English Language Arts writing classes at roughly the same pace as native English speakers in order to perform grade-level, standards-based writing tasks. For this reason, general education teachers must be equipped with helpful, research-based resources to support the ELs to become equally successful in writing instruction as their native-speaking peers. This thesis explored the use of sentence frames for improving the English skills of ELs as they start to understand and use the syntax of Standard English. As a …

The Case For Grammar: What Preservice Teachers Need To Know About Metalinguistic Awareness, Aimee Schoonmaker, Kerry L. Purmensky

Journal of English Learner Education

The present study focused on preservice teachers’ grammar knowledge and its importance for their future students’ understanding and use of language, particularly English Learners. This quasi-experimental one-group pretest-posttest study investigated the grammar knowledge of preservice teachers who were enrolled in an undergraduate applied linguistics course at an urban university in the southern United States. The results confirmed prior research which found that preservice teachers are not knowledgeable enough about English grammar when explaining sentence level errors. This study demonstrated that preservice teachers’ basic understanding of English grammar can be increased in a short time, particularly in the recognition of simple …

Ell Families: Myths, Truths And Strategies For Engagement, Stephanie Knight, Marjaneh Gilpatrick

Journal of English Learner Education

This article is the first in our new category, Teaching Tips. These are practitioner articles designed to enhance existing in-service teacher's classroom strategies with ELs.

Parental involvement may be the strongest predictor of a child receiving a solid education. This means it is vital that teachers and administrators understand the students’ families’ culture and the way they view education. We also must be proactive with them so that we can empower them with literacy strategies to ensure academic success. Also, many English Language Learner (ELL) families are not familiar with the school system in the United States and may …

The Exploration Of Social Anxiety, School Relationships, And Building A Sense Of Community In The Classroom: Molding A Classroom Community., Nicole Hinton

Honors Undergraduate Theses

The purpose of this thesis is to add a sense of community to a primary level classroom and allow students an opportunity to share their progress with peers. Having a sense of community in the classroom will help the teacher and the students build relationships and reduce the amount of stress and anxiety that students feel, which could impact student learning. This thesis explores programs that have been created to help students build social and life skills that contribute in a community. This thesis also focuses on how the students can make thesis changes within themselves rather than as a …

Utilizing Journaling In The Mathematics Classroom: A Handbook Guide For Teachers, Audrey Nicole Wilson

Honors Undergraduate Theses

A handbook designed for teachers to illustrate how to utilize journaling as an effective teaching practice in the mathematics classroom. This thesis was written to illuminate educators about the powerful research and proper strategies for implementing journaling in mathematics. The handbook provides three lesson plan samples using journaling in the mathematics classroom for grades 3-5, strategies and idea for implementing journaling in mathematics, and tips and activities for mathematical journaling. The goal of this handbook is to give teachers clarity, examples, guidance, and strategies on mathematical journaling.

The Use Of Children's Literature And Reflective Writing As A Means To Help Primary Elementary Students Cope With Natural Disaster, Connie T. Zenz

Honors Undergraduate Theses

Natural disasters such as hurricanes, tornadoes, floods, tsunamis, and earthquakes frequently happen across the world. Many of these natural disasters bring destruction to homes, loss of loved ones, and emotional or physical trauma. For children who are still developing coping skills, these natural disasters can bring them emotional distress because they are unable to processes their experiences in a healthy way. In a review of literature on the topic of bibliotherapy and reflective writing to help children learn coping skills, I discovered a need for these processes to be introduced in normal settings, such as school and home, to help …

An Exploration Of Integrating Visual Arts To Enhance Narrative Writing In The Elementary Classroom, Diana C. Herrera

Honors Undergraduate Theses

The purpose of this thesis is to integrate visual arts to enhance narrative writing. In this study I address three questions: (1) Why should educators integrate the arts in their classroom? (2) How does the content benefit the student's participation? and (3) How can we connect visual arts into narrative writing? To answer these questions, I researched several elementary teachers across the United States who have integrated the arts in their lessons. I also have researched and found multiple benefits to educators integrating the arts in their classroom. For example, a former middle school teacher used visual representation to help …

Kindergarten Is Not Child's Play: An Exploration Of Pedagogical Approaches Related To Learning In A Play-Based And A Contemporary Classroom At A Title I Elementary School, Karyn Allee-Herndon

Electronic Theses and Dissertations

This dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used as a pedagogical approach than similar children in typical, contemporary kindergarten classrooms. The first study explored the effects of play-based and contemporary pedagogical approaches on students' receptive vocabulary using the PPVT-4, the second explored …