Language and Literacy Education Commons^™

Language Equity In The Undergraduate Classroom: Fostering Language Diversity In The World Of Standard Academic English., Gabriela Johnson

Higher Learning Research Communications

In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia …

Putting Together The Pieces Of Effective Instruction: The Role Of Structured Literacy, Carrie Tholstrup

Advanced Education Programs Faculty Publications

Following the instructional methods of structured literacy is not entirely different from jigsaw puzzle assembly. The author reflects on similarities between effective literacy instruction and experiences assembling jigsaw puzzles. Both involve sequential, cumulative instruction; varying levels of explicitinstruction; and assessment. Motivation, engagement, executive function skills, and strategy use play important parts as well.

I’M Not A Writer, I’M An Alpaca: Preferences And Perspectives Of Emergent Writers, Shaya Helbig

Waldo Library Student Exhibits

This case study explored preschool children’s perspectives and preferences in writing. While the voices of children are valued in research, often it is the voice of the adult researcher that emerges through their interpretations of the children’s perspectives (Harcourt & Sargent, 2011). In addition, research focusing on children’s interest in writing is limited (Rowe & Neitzel, 2010). The focal study held three focus group sessions, framed by Write, Draw, Show, and Tell (Noonan et al., 2016) with four preschool-aged children in order to better understand their preferences in writing materials, and their perceptions and understanding of writing. Data sources included …

“I Know How Much He Cares For Our Learning”: Moral Life In University Elt Classrooms, Leila Tajik, Seyyed Abdolhamid Mirhosseini, Mahsa Kashkooli

The Qualitative Report

In Iran’s higher education English language teaching (ELT) context, we explored the moral nuances embedded in two conversation courses offered to undergraduate students majoring in English Literature at one of the branches of the Islamic Azad University (IAU) in Tehran. We collected data through classroom observations, field notes, and semi-structured individual and focus group interviews. Our content analysis revealed a range of moral values embedded in significant incidents, which we categorized into five themes: (a) relations, (b) rules and regulations, (c) assessment, (d) curricular substructure, and (I) culture. These themes were further subcategorized into more specific concepts that emerged from …

Navigating Foreign Language Anxiety In Saudi Classrooms: Examining Classroom Environment, Teacher Strategies, And Learner Perspectives, Amal Obaid Alnefaie

Teaching & Learning Theses & Dissertations

This study investigates foreign language anxiety (FLA) in the context of Saudi Arabian classrooms, focusing on perceptions from both teachers and students. The research aims to identify factors influencing FLA, examine classroom environments, and offer insights to enhance foreign language teaching and learning in Saudi Arabia. Using a survey-based approach, data were collected through Likert-type scales and open-ended questions to explore FLA across various dimensions.

Section 1 analyzed Likert-scale responses, revealing diverse levels of FLA among participants, with students often expressing neutral to disagreeing attitudes towards statements reflecting anxiety about language learning and classroom participation. Section 2 explored sociocultural factors …

Bridging Words And Worlds: Innovative Writing Strategies For Adolescent Multilingual Learners, Robert A. Griffin

Journal of English Learner Education

This paper presents culturally responsive writing prompts, peer collaboration and language exchange, and multimodal writing experiences as three strategies to enhance adolescent multilingual learners’ English writing skills while leveraging their linguistic and cultural diversity. Culturally responsive writing prompts connect students’ personal experiences with academic tasks to enhance engagement and authenticity in writing. Peer collaboration, language exchange, and peer review foster a supportive learning community and improve writing skills through shared linguistic and cultural knowledge. Multimodal writing experiences broaden students’ expressive capabilities beyond traditional text by utilizing visual, digital, and oral modes of communication. Technology and AI integration in writing instruction …

Empowering English-Language Learners Through Acting, Translanguaging, And Collaborative Devising, Natasha L. Yannacanedo

Journal of English Learner Education

The author explores the transformative potential of using acting, translanguaging, and collaborative devising as tools for linguistic and personal development among English Language Learners (ELLs). Through a reflective narrative of teaching Acting I to ELL students, the paper delves into the challenges and successes encountered in integrating acting, translanguaging, and devising into the curriculum. Emphasizing the symbiotic relationship between acting and language learning, the author discusses how expressive language development, vocabulary acquisition, and enhanced pronunciation skills were cultivated. Additionally, the paper considers the role of translanguaging in creating a supportive and inclusive learning environment, where students' linguistic diversity is celebrated …

Addressing Language And Content In Civics Through A Language-Based Approach To Content Instruction For Multilingual Learners, Jia Gui, Luciana C. De Oliveira

Journal of English Learner Education

This study explores the integration of a language-based approach to content instruction’s (LACI) six Cs of support into an existing civics lesson plan to improve content and language learning for multilingual learners. We used the Civics for All curriculum from the New York City Department of Education to identify lesson plans that could be enhanced for teaching multilingual learners. The findings of integrating the LACI framework indicated that the existing lesson plans could be enhanced by adding all the Cs to ensure full support for multilingual learners. We conclude with strategies for integrating the LACI framework into existing civics lesson …

Beyond Credit: The Philosophy And Practice Behind A College Freshman Literacy Intervention Course, Jeremy Logsdon, Daniel Super

Teacher-Scholar: The Journal of the State Comprehensive University

READ 101 is a college freshman literacy intervention course at a southeastern U.S. regional university created to increase student retention and persistence and to serve as an alternative to the traditional developmental reading model. READ 101 was created within a dedicated university infrastructure and is a credit-bearing course that counts toward student GPA and graduation requirements and is taught by full-time credentialed faculty. It utilizes a philosophy of intervention instead of remediation, requiring that instruction be based upon where students need to be rather than the level at which they currently read. READ 101 is structured around research-based literacy practices. …

Bilingual Education Program Type And The Reading Performance Of Emergent Bilingual Children: A Multiyear, Texas Investigation, Clare A. Resilla, John R. Slate

School Leadership Review

In this study, we examined the extent to which Grade 3 reading performance of Emergent Bilingual students differed by bilingual education program type (i.e., Dual Language Two-Way, Dual Language One-Way, Transitional Early Exit, Transitional Late Exit). We specifically analyzed data for three consecutive years (i.e., 2016-2017, 2017-2018, and 2018-2019) of data about their performance in the three reading reporting categories (i.e., Category 1, Category 2, and Category 3) and the three grade level performance measures (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) before the pandemic. In all 18 analyses, Emergent Bilingual students in the Dual Language …

Utilizing Funds Of Knowledge In An Early Childhood Classroom To Enhance And Create Read-Aloud Experiences, Grace Katharine O'Malley

Theses and Dissertations

The purpose of this study is to investigate the read-aloud experiences in an early childhood classroom that embed students Funds of Knowledge (FoK). The specific aim is the explore what happens when I utilize my students' funds of knowledge when planning and implementing read-aloud experiences. what happens when I utilize my students' funds of knowledge when planning and implementing read-aloud experiences. The students demonstrated making connections to peers in response to text, engaging with text that highlights funds of knowledge and conversing about others culture through play. The implications for utilizing Funds of Knowledge in an early childhood classroom is …

Instructional Perspectives To Providing Corrective Feedback For Advanced Second Language Writers, Christina Torres, Elif Saribas

Higher Learning Research Communications

Objectives: The purpose of the study was to investigate how tutors approached second language (L2) errors when working with advanced graduate students in structured one-on-one feedback sessions.

Method: The longitudinal, qualitative case study used data from immediate, retrospective tutor reflections and in-session interactions to follow two tutors as they worked with four advanced L2 writers. Thematic analysis was used to analyze the data.

Results: Three themes emerged: Error identification, error focus, and learner uptake. The treatment of error in advanced L2 writing necessitated negotiation with the students and deviation from the set tutoring protocol to serve student needs. Tutors took …

The Disconnect Between General Classroom Teaching Techniques And English Language Learner Needs, Marliese Belt

Steeplechase: An ORCA Student Journal

This project will seek to identify gaps in pre-service teacher education as it relates to appropriate instructional strategies for English Language Learners (ELLs). First, public and private liberal arts schools of higher education in Kentucky will be analyzed for relevant programs and courses addressing the needs of ELLs and research-driven instructional techniques used to educate them. It will be determined that many of the schools offer undergraduate or graduate level endorsements and certificate programs, but only one, Murray State University, offers an undergraduate degree-bearing program. Next, ELLs, their characteristics, and unique needs will be defined to ensure that all stakeholders …

Analyzing Common Mistakes In First-Year Medicine Faculty Students’ Paragraph Writing, Pervaiz Yaseeni, Fahim Rahimi, Fareed Sahil

Journal of Research Initiatives

Academic writing is a salient skill for medical students all over the world. Academic writing starts with composing effective paragraphs, laying the foundation for students' advancement in writing during college. This study investigated common mistakes in English paragraph writing committed by the first-year medical students of the Medicine Faculty at Kabul University of Medical Sciences. Additionally, it measured the challenges that Medicine Faculty students tackled in paragraph writing. This quantitative study was conducted through an action research design. The data were collected from 52 medical students, and their work was analyzed using the developed rubrics. The data were analyzed in …

Perceptions Of Primary Grade Teachers About Reading Curriculum And Early Literacy Intervention, Melody Carr

Theses and Dissertations

This thesis examines the perceptions of reading curriculum and early literacy intervention of primary grade teachers. The purpose of this study was to answer the following research questions: How do primary grade teachers view early literacy intervention? How do teachers perceive the basal reading program, Reading Wonders? While there are studies that focus on teacher perceptions, research is limited in the area of teachers’ perceptions of reading curriculum and early literacy intervention. Data was collected using a qualitative approach using a survey, interviews, and a focus group discussion. Findings reveal that teachers feel that they need to be prepared when …

Reading Interventionists Using Individualized Learning Plans And Instruction: A District Leader’S Response To Address Unfinished Teaching Opportunities In Reading, Nicole Almanzar

Theses and Dissertations

This action-research study explores a district leader’s experience implementing district-wide individualized learning plans (ILPs) and individualized instruction to enhance student outcomes in reading. The study utilizes collective leadership practices by collaborating with reading interventionists throughout. In addition, this study provides an alternative to the technology-based personalized learning and high-dosage tutoring models.

Literacy Instruction In Nature And The Development Of Kindergarten Literacy Skills, Lauren Angelozzi

Theses and Dissertations

This thesis examines what happens when literacy instruction is implemented while students are outside in nature. Relevant theories that guided this research included the Attention Restoration Theory (ART), Stress Reduction Theory (SRT), and Culturally Relevant teaching (CRT). Throughout the four week study students participated in literacy lessons outdoors that focused on journal writing outdoors, outdoor teacher read alouds, and writing outdoors using tools found in nature. The final week of the study focused on how students incorporate these literacy skills into their own outdoor free play. This qualitative research focused on data collection from various sources such as: student artifacts, …

Book Review, Mary-Jo Morse

The Reading Professor

Book Review

Considering Equity In Literacy Lessons That Integrate A Digital Tool, Kristi Tamte, Beth Beschorner

The Reading Professor

Teachers in the 21st century must be able to create conditions for justice within their classrooms and the broader educational system while simultaneously preparing children with the digital literacies that are necessary to be fully literate. Yet, there is evidence that many teachers are not prepared to do either. Thus, teacher educators have a responsibility to create conditions within teacher preparation that support pre-service teachers (PSTs) to do both. This research project aimed to design and test a framework that builds equity into the Technology Integration Planning Cycle (TIPC) to support PSTs' ability to advance justice within their practice while …

Young Adult Literature As A Catalyst For Preservice Teachers To Challenge Norms Of The Secondary Ela Classroom, Heather Pule

The Reading Professor

Young adult literature (YAL) has the potential for transforming English Language Arts (ELA) preservice teachers' (PTs') practice (Flores et al., 2019; Haddix & Price-Dennis, 2013). Purposefully designed YAL curriculum in teacher education (TE) can affect PTs' literacy identities (Spitler, 2009), support them in thinking critically about the effects of prevailing secondary ELA norms, and show them the power and possibilities of representative and inclusive classroom texts. To portray the topics of disruption organically and to disrupt the traditional social science research format, poetic inquiry was used to portray PTs' reflections.

Self-Perceptions On Efficacy In Reading Teacher Education: A Case Study In An Online Literacy Clinic, Mary L. Hoch, Michelle Fry

The Reading Professor

As our educational landscape continues to shift, so must our practices in higher education, including those of the literacy clinic. As we transition to various digital modalities, it is essential to research the self-perceptions and feelings of preparedness that result from the completion of the practicum experience. This case study was designed to examine participants' perceptions of their ability to plan, design, and implement literacy interventions with school-age students. Participants were in-service teachers who were seeking a graduate degree and/or reading endorsement in an online program. As part of their reading endorsement practicum requirement, they served as tutors in an …

Increasing Pre-Service Teachers' Awareness Of Children Experiencing Homelessness, Rachael Waller, Melissa Sullivan-Walker

The Reading Professor

As homelessness becomes a growing issue in the United States, children experiencing homelessness can be educationally at risk. However, teachers can make a significant difference for these children. In this study, we sought to increase empathy and understanding for children experiencing homelessness for the pre-service teachers whom we teach. Using the windows, mirrors and sliding glass doors framework (Bishop, 1990), we implemented an activity in which pre-service teachers read and discussed children's books portraying different types of homelessness. This paper will articulate how students made connections with the texts and deepened their understanding and empathy about children experiencing homelessness.

To Avoid Or Grapple With Tensions? Preservice Teachers Learning To Teach Literacy For Social Justice, Kathryn Struthers Ahmed

The Reading Professor

This nested case study explored the individual and environmental factors shaping preservice teachers' (PSTs') learning about teaching literacy for social justice while student teaching in urban, high-poverty schools. Grounded in Cultural Historical Activity Theory, findings show how the unique interplay of contextual factors led to different learning outcomes for PSTs, despite having similar experiences and perspectives on literacy teaching. Notably, when PSTs avoided tensions and contradictions between their student teaching placements and their university-based teacher education program, their learning towards the university's programmatic goals was constrained. However, when they opted to grapple with instructional tensions, their learning was more expansive. …

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The Reading Professor

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Effects Of Plc At Work In Arkansas On Academic Outcomes, Sarah Mckenzie, Kate Barnes, Charlene Reid

Policy Briefs

This study evaluates the impact of Solution Tree’s Professional Learning Communities (PLC) at Work model on the academic achievement and growth of students in Arkansas schools. It provides the first large-scale evaluation of the PLC at Work model’s effectiveness in improving student academic outcomes. Using publicly available data from the Arkansas Department of Education (ADE), the analysis uses a two-stage matching process and an event study framework to determine the effectiveness of PLC at Work across six cohorts. The findings hold significant implications for policymakers, educators, and researchers interested in leveraging professional development to enhance educational practices and student outcomes. …

Professional Learning Communities And Student Outcomes: A Quantitative Analysis Of The Plc At Work Model In Arkansas Schools, Kate Barnes, Sarah Mckenzie

Arkansas Education Reports

This study evaluates the impact of the Professional Learning Communities (PLC) at Work model on student achievement and growth in Arkansas schools. Implemented through a partnership between the Arkansas Department of Education and Solution Tree, the program promotes collaborative professional development among educators. Using a matching process and an event study framework, we analyze longitudinal data on student performance in English Language Arts (ELA) and mathematics from multiple cohorts of schools.

The overall results reveal mixed outcomes. While no statistically significant improvements were observed in overall student achievement or growth, there were concerning trends for economically disadvantaged students. This subgroup …

Spanish Heritage Speakers’ Processing Of Lexical Stress, Ramsés Ortín

Writing and Language Studies Faculty Publications

This study examines the status of lexical stress in the processing system of heritage speakers of Spanish and whether or not it is influenced by their experience with English. Participants completed an ABX matching task with auditory stimuli differing in the location of stress or in one consonantal sound. Findings reveal that heritage speakers are more accurate in consonant-based trials than in stress-based ones, but only when matching stimuli were non-adjacent, which suggests that their stress-processing strategies pattern more closely with those of native English speakers. Furthermore, dominance and knowledge of Spanish appear to be associated with increased phonological sensibility …