Language and Literacy Education Commons^™

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …

Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy

Curriculum & Instruction Faculty Publications

A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Our research shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. We suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.

Using Think-Alouds To Support And Enhance English Language Learners' Comprehension Of Multimodal Texts, Daibao Guo, Eun Hye Son, Katherine Landau Wright

Literacy, Language and Culture Faculty Publications and Presentations

Research has demonstrated that elementary students may not be skilled interpreters of multimodal science texts (McTigue & Flowers, 2010). This challenge may be enhanced for English language learners (ELLs), whose language skills are still developing. Therefore, in this qualitative case study, we implement think-aloud protocols to understand three striving ELL readers’ comprehension processes and use of comprehension strategies. Then we collaborated with three pre-service teachers to design individualized comprehension instructions. After 7-weeks of intensive tutoring, findings show students were able to use a greater variety comprehension strategies. Classroom implications are discussed to provide best instructional practice for striving ELL readers.

Examining The Longer-Term Impact Of A Home-Visiting Intervention Program On The School Readiness Skills Of English Language Learners In Kindergarten, Michelle Mccann

Theses and Dissertations (Comprehensive)

Young English Language Learners (ELL) present with varied profiles in their language and literacy development with parental involvement promoting development. The Home Instruction for Parents and Preschool Youngsters Program (HIPPY) is a free home-visiting intervention designed to empower parents to be their child’s first teacher. The current study examined the effectiveness of the HIPPY program on language, reading, and social/emotional skills of kindergarten aged ELLs. The HIPPY group was compared to an English as a first language group (EL1) and a control group of ELL students who did not participate in HIPPY (ESL). Participants were assessed at two time points, …

Movement And Action: Action-Based Learning In The Classroom, Jordan Nguyen

Master's Theses & Capstone Projects

The purpose of this literature review is to explain what action-based learning is, how does action-based-learning fit within the classroom, and what are the effects it has on English Language learners and students who are placed in academic support programs in the classroom. The hope of this literature review is to gain more knowledge about what is action-based learning and to gain insight on how educators can effectively implement action-based learning within their classrooms. After analyzing the literature on this topic, the results of the analysis determined the effectiveness of action-based learning within the classroom on English Language Learners and …

Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad

Journal of Critical Issues in Educational Practice

This article discusses reading programs within the context of Neoliberalism and the extent to which they address student needs. The rise of such reading programs in the market economy has come at the expense of placing the burden of reading development solely on the shoulders of students after restricting their academic and personal growth. The article explores how this has been done without any consideration regarding the needs of ethnically and culturally diverse students; and without taking into account the relationship between poverty and educational outcomes. Without a doubt, this has affected the ability of students to think critically about …

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 …

The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge

VCU Libraries Faculty and Staff Publications

No abstract provided.

Modality As A Reflection Of Pragmatic Competence : Exploring Modification Of Ells' Pragmatic Knowledge Based On The Use Of Modality In The Context Of Peer Feedback, Liya Zalaltdinova

Legacy Theses & Dissertations (2009 - 2024)

The aim of the study is to identify characteristic features of modality use as demonstrated by intermediate and advanced English Language Learners (ELLs), to examine the change, if any, in the characteristic set of features of modality use by advanced as compared to intermediate ELLs, and finally to explore the factors triggering identified modality use as demonstrated by advanced ELLs while they provide evaluation and suggestions in the context of peer feedback. This cross-sectional, developmental, mixed-method study of sequential-explanatory design relied on a new theoretical framework to guide research on pragmatic competence – one for all language codes –, a …

Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty

Cal Poly Humboldt theses and projects

Emergent bilinguals are a growing demographic in the United States, but little research has been completed on certain aspects of language acquisition, such as the commonly known practice of using sentence frames as a means for academic language acquisition in the middle school classroom. In order to learn more about practices being implemented within my own classroom and to add to the body of research on academic language acquisition, I analyzed the effectiveness of student writing with and without use of sentence frames within the existing curriculum in a pilot study utilizing a mixed methods approach.

Supporting English Language Learners Through Collaboration, Compassion, And Engagement, Lora Ann Stead

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio illustrates the student’s academic work completed while in the Master of Second Language Teaching program at Utah State University. The project is centered around the student’s philosophy on teaching English language learners (ELLs) as drawn from personal experience and second language acquisition research. The author seeks to provide awareness into best practices for teaching ELLs.

The portfolio is divided into three sections: 1) teaching perspectives, 2) research perspectives, and 3) annotated bibliographies. Within these sections, the author explores themes related to ELL teaching that highlight the importance of collaboration, compassion, and engagement. These topics include politely closing a …

Small Group Reading Instruction For English Language Learners In Grades 3-5, Emily Peters

All Graduate Projects

This project highlights best practices for small reading group instruction for third through fifth grade English language learners in the general education classroom. By completing a literature review, a journal article was developed to report the pros and cons of heterogeneous and homogeneous groupings for reading instruction. Data from the National Assessment for Educational Progress (NAEP) and the OSPI Report Card were used to discuss a need to raise student reading proficiency scores.

Effectiveness And Impact Of The Sheltered Instruction Observational Protocol On Ell Student Academic Achievement, Gladymar Soto-Huertas

Theses and Dissertations

This applied dissertation was designed to determine the effectiveness of using the Sheltered Instruction Observation Protocol with fidelity for English Language Learners (ELL) and its impact on student academic achievement through FCAT Reading and FSA scores. In a high school located in Central Florida that served approximately 2,244 students there were 1,129 (50.6%) students classified as English Language Learners (ELLs), by the 2016-17 school year the school expected to have 62% of their entire student body passing state mandated assessments in order to make Adequate Yearly Progress (AYP) (PCSB, 2013).

In order for the aforementioned to take place it was …

The Feelings We Harbor - The Role Of Collage In Arousing Powerful Emotions In An Esl Classroom., Irina V. Mcgrath

Electronic Theses and Dissertations

Traditional literacy education in the U.S. relies exclusively on language-based models. This can be particularly challenging for English language learners, who often find themselves bound by the constraints of the English language and limited in their expressions of thought and emotion. Current research on English language teaching, largely targeted towards native English-speaking students, suggests that incorporating various alternate modes of communication and representation improves literacy learning. Studies that address English language learning for non-native speakers are sparse. The purpose of this arts-based, qualitative, descriptive study is to fill this gap in the literature. Using collage making as a communicative mode, …

Language Proficiency Attainment And Mobility Among Ell Students, Elizabeth Ayers Neill

Electronic Theses and Dissertations

The impact student mobility has on academic achievement has been researched in the United States since the early 20^th century (Goebel, 1978). Mobility for students is a risk factor often compounded by poverty, ELL students are at a higher risk of lower achievement. Educators face challenges in tracking records, monitoring, remediating, gap closing, and assisting students in transition periods. The data collected in this quantitative study was analyzed to determine the impact mobility has on English language learners and their attainment of a second language. This quantitative study examined the relationship between non-mobile and highly mobile ELL students in …

Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv

Catalyst: A Social Justice Forum

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.

Case Study Of The Classroom Culture That Impacts Teacher Efficacy Of Secondary Level Teachers Of English Language Learners, Connie Marie Davis Banks

Education Dissertations and Projects

Throughout the United States a dramatic shift in demographics is taking place, similar to the changes of the early 20th century, as thousands of immigrants cross the threshold of Ellis Island (Karathanos, 2009). Undergoing a greater makeover is the culture of classrooms and American teachers who have seen, firsthand, an increase of more than 60% of English language learner (ELL) students over the past decade (Ballantyne, Sanderman, & Levy, 2008). The purpose of this study was to develop a more in-depth understanding as to whether mainstream teachers from a school district located in upstate South Carolina perceived themselves to be …

Third Grade Science Teachers' Perspectives On Implementing Sentence Frames And Word Banks During Science Lectures To Increase The Writing Levels Of English Language Learners, Mary-Margaret M. Shimada

Honors Undergraduate Theses

Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study …

Taking It To Heart : A Case Study Of Supporting English Language Learners Through Culturally Responsive Teaching, Collaboration, And Esol-Focused Leadership, Gretchen Oliver Oliver

Legacy Theses & Dissertations (2009 - 2024)

A continued increase in the number of English language learners (ELLs) in U.S. schools has made educators consider the ways they approach teaching and learning for these students. Culturally responsive teaching is one way many educators have attempted to meet ELLs’ unique needs, valuing the cultural and linguistic diversity that they bring to school with them. Moreover, through collaboration and ESOL-focused leadership, educators are able to take a system-approach to teaching and learning for these students, and in doing so, they are able to provide ELLs with meaningful and authentic learning experiences that will allow them to be inclusive members …

Integrated Reading And Writing: A Case Of Korean English Language Learners, Hyonsuk Cho, Janina Brutt-Griffler

Teaching & Learning Faculty Publications

This study reports Korean English language learners’ perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher’s challenges faced during the instruction. A total of 93 students in a middle school in Korea participated in a needs survey, and 69 students at three proficiency levels received the integrated instruction. The study found that students desired extra help on their writing to gain balanced English competence; also they wanted to learn reading and writing together. After the intervention, students at intermediate and …

Finding Unifying Texts: Make Lemonade And The Book Thief As Tools Of Differentiated Instruction For English Language Learners, Dane Spencer

The Utah English Journal

Standing in front of a high school classroom with deeply variant levels of English proficiency is a daunting experience for almost any teacher. Last year, as I looked out over my sophomore class of students, I saw five students raised in the United States (including three second-generation Americans) mingled with five international, English language learner (ELL) students. Three of the international students hailed from China, while the other two were from Vietnam. A few months into the year, the equation became even more complex as another non-international student joined the class, along with another international student from war-torn Ukraine (the …

When Every Teacher Is A Language Teacher : A Case Study Of High School Math And Science Instructors' Use Of Multimodal Accommodations With Els, Karen Marie Gregory

Legacy Theses & Dissertations (2009 - 2024)

This case study investigated the multimodal accommodations that content teachers make in order to dually support linguistic and conceptual development for English language learning students. Data from digitally recorded classroom observations, teacher interviews, student work, and questionnaires were collected from the participating math and science teachers. The data were analyzed from the theoretical framework of an ecological -semiotic perspective of language teaching and learning (van Lier, 2004), and is theoretically tied to communication accommodation theory and multimodal communication theory as well.

English Language Learners: The Impact Of Language And Socio-Cultural Factors On Learning, Lori Navarrete, Silvana M. R. Watson

Counseling & Human Services Faculty Publications

[Introduction] Our daily educational experiences can be enriched by learning in culturally and linguistically diverse classrooms because we learn from others whose experiences and beliefs are different than ours. We learn to communicate effectively and respectfully with individuals of varied backgroundsand then may then think twice about stereotypes, prejudices, and discriminatory behaviors because we grow as individuals, as stewards of knowledge, and as change agents. We become good citizens in a pluralistic society.

The Effectiveness Of Etymological Elaboration As A Method Of Teaching Idioms To Adolescent English Language Learners, Julia L. Coryell

Legacy Theses & Dissertations (2009 - 2024)

The prevalence of idioms in both spoken and written English makes learning to comprehend and produce them important for English language learners. It may be particularly important for preadolescent and adolescent learners to become proficient with idioms because of their need to fit in with peers and the frequency with which idioms occur in classroom communication and academic texts. Idioms pose difficulties for non-native speakers because of their nature as both formulaic and figurative language, their cultural specificity, and the fact that their figurative meaning cannot necessarily be determined from the literal meanings of the constituent words.

What You Should Know (And Probably Don’T) About Teaching Ells, Nicole Sanchez

The Utah English Journal

As an intern teacher at a middle school in Payson, I struggled on a daily basis to juggle all the balls a teacher keeps in the air: trying to come up with engaging lesson plans, differentiated instruction, classroom management, connecting with parents, and so on. In January, just as I was finally getting to a point where I felt somewhat confident, Ana arrived. She had just moved to Utah from Mexico and was a brand new English Language Learner (ELL). Her vocabulary consisted entirely of “hi” and “good.” I was baffled as to what I could do. How could I …

On A Roll: Enticing English Language Learners To Absorb Vocabulary, Eileen Hennessy

The Utah English Journal

It’s true what they say: Teaching is full of surprises. It’s never boring and no day is ever like the previous or the next. Many times in my career I have been astounded by the knowledge that those little second grade brains bring to my Room 25. And, every once in a while, I am astounded for the opposite reason. That was case on this particular day when I was introducing a lesson on multiplemeaning words to my English language learners. Naturally, I wanted them to determine on their own what multiple-meaning words were.