Teacher Education and Professional Development Commons^™

Best Practices For English Learners With Disabilities In Us Schools – A Systematic Review, Samiratu Bashiru, Jennifer E. Smith

Journal of English Learner Education

This systematic review investigated best practices for enhancing academic achievement among English Learners with Disabilities (ELDs) in US schools. By examining 17 peer-reviewed articles and comparing them to the CEC 2014 Quality Indicators, the study identifies significant practices, including culturally responsive methods, technology integration, evidence-based strategies, addressing service delivery challenges, and improving assessment tools. This review has limitations related to inconsistent terminology and highlights the need for standardized language and continued research. It recommends integrating culturally responsive practices, leveraging technology, and refining inclusive assessment tools. This review provides educators, policymakers, and researchers insights, emphasizing ongoing teacher development and policy alignment …

When Culturally Responsive Practices Meet Social-Emotional Learning: A Guide For Educators, Sharon Ju-Ting Cheng

Master's Projects and Capstones

Many educators hope to give their students quality and well-rounded education while balancing all the contents they need to learn. Social-emotional learning (SEL) and culturally responsive teaching, however, are two areas that teachers seem to struggle with (Stark et al., 2021). Teachers have encountered situations where it was difficult for them to support their students due to the cultural differences between the teacher and student (Heineke & Vera, 2021). This lack of professional development in the culturally responsive aspect is concerning.

The shortfall of training leads to failure to apply these practices into schools. For newcomer students, who are usually …

The Implications Of Integrating The Theory Of Multiple Intelligences Into English Language Learning Methodologies, Taylor Woodbury

Education Theses

The achievement gap between English Language Learners and their peers has emerged as a problem in our nation's school system. Although the Theory of Multiple Intelligences has been used in education, it is not often applied to English Language Learners. This research analyzed the application of Multiple Intelligence Theory as it pertained to the achievement of EL’s. The results show that by using MI to dictate what teaching method to use, EL’s benefited both socio-emotionally and academically. Overall, the findings show the importance of 1) ESL training for all teachers, 2) the consideration of students' Funds of Knowledge, and 3) …

Secondary Teacher Attitudes Targeting Inclusion Of English Language Learners In Mainstream Classrooms, Jacquelin Drusilla Buttram-Brownell

ATU Theses and Dissertations 2021 - Present

Educational leadership in public schools have struggled to service second language learners across the United States. Although support systems in urban education settings have seemed to be fully staffed, the surge of new immigrants, has posed challenges to classroom teachers. Unspoken attitudes of bias and perception of faculty members have been menacing and could have impeded equitable practice and performance of both the English language learner and the teacher. Previous research of Reeves (2002, 2004, & 2006) has inferred teachers have struggled with their attitudes toward ELLs in their mainstream classes and have indicated professional development as being essential. Specifically, …

Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin

Journal of English Learner Education

According to TESOL standard 1, teacher candidates are required to have knowledge about language including: having knowledge in foreign language grammar and how English develops in ELLs (standard 1a), comprehension of language acquisition and how L1 influences learning (standard 1b), and understanding of the language process where an interlanguage develops as ELLs become comfortable using English (standard 1c) (TESOL International Association, 2018). To identify whether teacher candidates in TESOL courses are prepared to meet TESOL standards 1a, 1b, and 1c, a study was conducted to test one hundred teacher candidates’ knowledge of basic linguistic features of English and the five …

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 …

Welcoming Deaf Or Hard Of Hearing English Language Learners: A Guidebook For English Educators, Sarah Chang

Master's Projects and Capstones

Research in the Deaf or Hard of Hearing (DHH) English Language (EL) Education has shown that there is a significant lack of published research and resources within the past ten years.

The purpose of this project is to fill the gap between what is available and what is needed to give EL educators in public universities in the United States a resource and a guide to help them when working with DHH English Language Learners (ELL). Useful information, suggestions, and practices are provided within this guidebook and separated into three different chapters. The goal is to help DHH ELLs feel …

No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha

Capstone Projects and Master's Theses

For this Capstone Project, the researchers investigated how monolingual teachers view the support and resources they received to teach English Language Learners (ELL) and what they thought could be done to improve their teaching effectiveness. An evidence-based argument is offered that monolingual teachers were not being provided with effective support and resources. More specifically, three themes emerged from an analysis of the data obtained from interviews of monolingual teachers and administrators. Based on the emergent themes, an action was undertaken to help monolingual teachers better address the needs of ELLs. This is an important issue for monolingual teachers because the …

Effect Of X-Word Grammar And Traditional Grammar Instruction On Grammatical Accuracy, Sue Livingston, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, Carmela O'Flaherty

Publications and Research

This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar texts over a three-month period of time for 20% of their class time. Essays written at three different times were analyzed for the correct and incorrect use of sentence patterns and verb constructs. Results demonstrated that improvement (writing with less error) was larger in both categories for the X-Word Grammar group and …

The Use Of Response To Intervention With English Learners, Anna Burnley

ECTESOL Review

RTIs assist teachers in adjusting instruction to support ELs in acquiring English and content-area knowledge and learning behaviors. The use of RTIs with ELs can supplement support for ELs as an integrated concept of the sheltered instruction (SI) commonly provided for this student population.

Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo

ECTESOL Review

This study focuses on the outwardly similar cultures of Taiwan and mainland China and the subtle differences within them. The study was conducted as part of the requirements of doctoral program in Instructional Design and Development at a public university in the southeastern United States. Using a qualitative case study approach, the study demonstrates that there are cultural similarities between mainland China and Taiwan, however instructors should also be aware of the differences when developing relationships with students and developing course content. A mini-workshop was developed for the study to help teach instructors about the two cultures. However, the mini-workshop …

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 …

Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson

ECTESOL Review

All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …

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 …