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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.
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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.</p>
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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.
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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
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Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.
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Stack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.
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The purpose of the study was to examine the growth of English academic language proficiency by language minority students who were learning English as a second language in an urban school setting. In light of Cummins' theory of language proficiency, the research investigated English development over a one year period in the areas of language most needed for academic success in school, reading and language. Growth in English academic language proficiency was examined across socioeconomic groups, language groups, years of instruction in the district, places of birth, and levels of oral language proficiency. The research sample included 4,663 students in two groups: a focus group of 2,460 students learning English as a second language in school, and a comparison group of 2,203 students from an English language background who had never received second language instruction. All the students were enrolled in grades 4 and 5 and had participated in districtwide standardized test administrations in Spring 1988 and Spring 1989. In addition to test results, information was collected pertaining to the following background characteristics: socioeconomic status, primary language background, length of time in the district, birthplace, and level of oral language proficiency. Statistical analysis with t-tests and Anovas indicated significant differences in CTBS Reading and Language gain scores favoring the second language learners compared to the national norm group and the non-second language learners. Although there was a narrowing of the achievement gap, it would take 5 to 7 years to close it at the observed rate. Among second language learners there were no differences in Reading and Language growth by socioeconomic status; all SES groups were narrowing the gap. There were differences in Reading and Language gains by years in the district; the students with fewer years were exhibiting the greater gains. In Reading growth there were no significant differences by language background, birthplace, or oral language proficiency; however, in Language growth there were differences. These differences were in the test area which is more dependent on formal schooling. It is recommended that emphasis be placed on reading and writing instruction and that students be given bilingual/ESL support for a longer period time.
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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.
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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.
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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.
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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.
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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.
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Clay, Casey James. "Assessing Preference for Home Language or English Praise in English Language Learners with Disabilities." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4612.
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Assessing preference for stimuli has been shown to be of value when determining potential reinforcers for individuals with disabilities. Researchers have found that preference for forms of social interaction can be identified for persons with disabilities. Furthermore, these same social interactions can be used as reinforcers for these same persons. This study conceptualized different languages as different types of social interactions. Assessing preference for languages may be of use to identify forms of social reinforcement that can be used with English Language Learners (ELLs) with disabilities. Identifying reinforcers may be of value for this population to inform how to structure language supports in their environment. Five ELLs with disabilities between the ages of 10 and 17 years old participated in the study. We conducted a paired-stimulus preference assessment for specific language praise statements in English and Spanish to determine the language in which the participants preferred praise. Following the preference assessment, we conducted a concurrent-chains reinforcer assessment to determine reinforcing efficacy of praise in each language. We found two of five participants preferred Spanish praise to English praise. Three of five participants’ preference was undifferentiated between Spanish and English praise. For four of the five participants praise in different languages functioned as a reinforcer. All participants’ preference assessments predicted, to a degree, the results of their reinforcer assessments. From these results we concluded our paired stimulus preference assessment was effective for evaluating preference for different types of praise. Preference was also indicative of reinforcing efficacy of praise.
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Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.
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Research demonstrates high effectiveness with teaching skills that align to grade-level standards.
This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry.
The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills.
The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence.
The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book.
Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App.
Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.<br>https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg
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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.
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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction.
Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.
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Moss, Linda Macrae. "Benefits of school band programs on English language acquisition among English language learners| A quantitative study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572954.
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<p> Immigrant and refugee students who have been entering the United States have a pressing challenge and that challenge is the learning and comprehension of the English language. School administration and faculty have struggled to meet the needs of immigrant and refugee students in urban schools. The purpose of the quantitative correlational study was to test the hypothesis that sixth, seventh, and eighth grade immigrant and refugee band students scored higher on the Arizona Instrument to Measure Standards (AIMS) test than did junior high immigrant and refugee non-band students in the reading and comprehension of the English language, as assessed by the 2010 and 2011 reading and 2011 writing test scores of the AIMS. The target population consisted of the immigrant and refugee student population in three junior high schools in the A1 district, a Title 1 district in Phoenix, Arizona. The federal government created and developed Title 1 schools in the United States for students who were living at or near poverty and who may have been at risk of failure. The data clerks, faculty, and administrative members collected the reading and writing scores of the band and non-band sixth, seventh, and eighth graders of the three junior high schools from the Microsoft Excel® program of the A1 District and the data were input into the Microsoft Excel program, then into the Statistical Package for the Social Sciences® (SPSS) program and analyzed. Two-tailed <i>t</i>-tests were conducted to analyze differences in the reading and writing scores between the band and non-band students in three junior high schools in Central Phoenix. A statistically significant difference in reading and writing scores was found between those students who were band participants and those who were not.</p>
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Mims, Pamela J. "Accessing grade-aligned English/Language Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/175.
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English/language arts (ELA) is one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text they encounter in daily life as well as skills in research and communication. The overarching goals of ELA focus on effective communication, including comprehension: a goal critical to students with significant disabilities. Typical ELA curriculum creates opportunities for students to communicate in different contexts, for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language-arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing and comprehension skills.
This presentation will highlight some of the most recent research that features strategies for providing meaningful-access, grade-aligned fiction and nonfiction text depicting diverse cultural and socioeconomic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response-prompting strategies, error correction, positive reinforcement, data collection and graphic organisers can promote student gains in literacy, communication, writing, student-led research and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited-to-no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote personalised learning in concert with maintaining a high level of rigour for students with intellectual disability and autism. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf
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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.
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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.
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Arnesen, Karen T. "Understanding Adult English Language Learners' Experience with Self-Regulation in a Blended English Language Course." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7607.
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Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman’s 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities that could bring their desires to fruition. They had difficulty transferring their desires to learn English into persistent motivation, effective goals, and management of time and physical environment so they could prepare for class and complete the online modules. They were more proficient in proactively using language learning strategies and creating a social network to which they could turn for help. However, in both of those areas, they did not evaluate their activities to see where they could improve. The results suggest that embedding self-regulation instruction into a language course could increase learner retention and academic success. When designing such instruction for these adult learners, designers should adapt their instruction to the type of access the students have, their culture and values, and the context of their lives.
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Marcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.
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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.
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Silva, Frank L. "ENHANCING LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/253.
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Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are considered effective in developing English proficiency for English Language Learners.
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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.
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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 designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.
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Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.
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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.
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Soong, Maria Jose. "Tier I RtI for English Language Learners with Language Deficits." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5512.
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Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research, cognitive deficits associated with language-based disabilities and principles of cognitive load theory were examined. The study is an investigation of the following research question: Is the effectiveness of the bilingual English as a Second Language (ESL) model significantly altered under certain conditions? The research question was addressed through testing moderator effects using hierarchical linear regression. Initial English proficiency and initial Spanish proficiency were examined as moderating variables of the relationship between ESL model type and Kindergarten academic achievement. Academic achievement was defined as student learning growth on the Florida Assessment for Reading Instruction (FAIR) and student outcome scores on the Comprehensive English Language Learning Assessment (CELLA) Listening/Speaking and Reading constructs. Results supported: a) the relationship between initial English proficiency and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, b) the relationship between initial Spanish proficiency and FAIR growth and CELLA Listening/Speaking, c) the relationship between type of ESL model and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, d) the additional effect of the interaction of initial Spanish language proficiency with ESL model type to alter FAIR learning growth over time, and e) the additional effect of the interaction of initial English language proficiency with ESL model type to alter CELLA Listening/Speaking scores. Overall, this research supports the hypothesis that initial language proficiency can significantly alter the effectiveness of a bilingual ESL model. Recommendations for future research in this area include longitudinal studies using a similar hierarchical regression design with moderators in order to contextualize positive student outcomes.<br>ID: 031001337; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Stephen Sivo.; Co-adviser: Oliver Edwards.; Title from PDF title page (viewed April 15, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 87-92).<br>Ed.D.<br>Doctorate<br>Education and Human Performance<br>Education
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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.
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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.
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Tracy, Anna Marie. "Analysis of ESL teacher endorsement effects on English language learners' student achievement and English language acquisition." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1027.
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Thesis (Ed. D.)--University of Kentucky, 2009.<br>Title from document title page (viewed on August 3, 2009). Document formatted into pages; contains: iv, 156 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 135-153).
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Yamaoka, Ryoko. "Changes in English language education in Japan /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.
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Morris, Judith. "Science education and the english language learner /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070523.150827.
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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1
270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.<br>Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Gavron-Stadtmaer, Tanya. "Participation, collaboration and language use in English Foreign Language adult learning groups that share or do not share a common language besides English." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10559.
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Includes bibliographical references (leaves 167-177).<br>The study attempts to answer the question: "How is learning, interaction and information exchange affected by whether learning groups are composed of people who share or do not share a common language (besides English)?" I carried out the research at English Foreign Language (EFL) classes which were held for peoples of Africa. Data were collected through audio and audio-visual recordings, field notes and semi-structured follow-up interviews. The findings indicated that learning, interaction and information exchange were affected by the composition of the group. These differences were related to the interactive and dialogic nature of exchange in the 'cross language groups' where conversational techniques (such as turn-taking) were used in order to engage in an interactive and collabortive dialogue. As a result, learning, interaction and information exchange occurred more readily in 'cross language groups' than in 'common language groups'.
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Dijk, Wilhelmina Van, and Lori Jean Marks. "English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both Languages." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Aftab, Asma. "English language textbooks evaluation in Pakistan." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3454/.
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This multidimensional study comprehensively explores the English language textbook situation in Pakistan in five stages utilizing mixed methods approach. Two preliminary stages were small scale – a survey of the English language requirements and interviews of the officials involved in sanctioning and publishing textbooks. The main stages were the critical examination of the English curricula and syllabi, the survey of the views of the textbook users, and the detailed coursebook evaluation. The evaluation criteria checklists and questionnaires employed during these stages were mainly based on the materials development, ‘needs analysis’ and curriculum design literature. The research highlighted shortcomings in the overall educational arena and these weaknesses are assumed to be indirectly responsible for the poor standard of English prevailing in the country. The curriculum and textbook policies were found to be inadequate. Generally the teachers/administrators lacked critical, in-depth and practical understanding of language learning objectives, teaching techniques, syllabus design, and materials. By and large, the coursebooks overwhelmingly relied on controlled and artificial activities to teach English. In conclusion, suggested improvements in the curriculum development process, teachers and textbook writers training programmes and, importantly, the prescribed coursebooks can in the long run aid in facilitating English language acquisition in the Pakistani learners.
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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.
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Greaney, Leonard Vincent. "ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/370702.
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Educational Leadership<br>Ed.D.<br>This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district’s Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners.<br>Temple University--Theses
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Garcia, Dagoberto. "English Language Learners parental involvement in schools." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/92.
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This dissertation examines the methods and techniques used by school administrators to bring in and keep parents of English Language Learners coming back to be part of the school. Administrators at twelve schools in the Southeastern central San Joaquin Valley in California were interviewed to determine what practices they utilized to make ELL parents part of the education experience. A series of questions were asked of each participant and their answers grouped into four categories to determine the common methods and techniques used by the sample. Once similar traits were established a comparison between the literature review and the findings was conducted to assert validity with established practices. This study found that the effective administrators used some aspects of the model Comer and other effective strategies they found to be effective in educating the ELL population. This study found that administrators in schools with large percentages of English Language Learners used techniques suggested in the literature review. Furthermore, the study recommends other areas that will be useful to increase parent participation in all schools.
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Chen, Lih-Mei Donna. "Taiwanese junior high school English teachers' perceptions of the washback effect of the basic competence test in English." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039116364.
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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains x, 187 p. Includes abstract and vita. Advisor: Keiko K. Samimy, College of Education. Includes bibliographical references (p. 141-147).
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Mack, Julie A. "Differentiating language difference from disability in special education eligibility assessment of English language learners /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7898.
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Wood, David. "Formulaic language in speech fluency development in English as a second language." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29274.
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This thesis is an investigation of the role of formulaic language in second language (L2) speech fluency development, within a cognitive and information processing framework. Fluency has been studied and defined in terms of temporal variables of speech such as rate of speech, pause frequency and distribution, and the length of fluent runs between pauses. It has been suggested by several researchers that the key to fluency in spontaneous speech is mastery of a repertoire of formulaic language sequences, multiword strings processed mentally as single words (Schmidt, 1991; Towell, Hawkins, and Bazergui, 1996; Chambers, 1998). If formulaic sequences are automatized or stored and retrieved as wholes from long term memory so as to allow longer lexical units to be produced within the limits of controlled processing (McLaughlin, Rossman, and McLeod, 1983; Kahnemann and Treismann, 1984; DeKeyser, 2001) and short term memory (Anderson, 1983; Baddeley, 1988), then they may facilitate spontaneous speech under the constraints of real time. The present study was designed to examine whether this could be so.
The study draws on a synthesis of research from three areas: fluency and its development in second language (L2) speech; formulaic language, multi-word lexical units which are stored and retrieved in long-term memory so as to be retrieved as wholes; social and cultural factors related to fluency development and formulaic language use, including first language and culture, voice, and identity. The research was interpreted in light of psycholinguistic knowledge about mental processes underlying L2 speech production, particularly the growing evidence that formulaic language sequences are fundamental to fluent language production as they allow production to occur despite the restrictions of controlled processing and the constraints of short term memory capacity.
The hypotheses which frame the research centre around the idea that increased use of formulaic language units by learners over time facilitates the development of speech fluency as measured by temporal variables such as speech rate, pause phenomena, and the length of fluent runs occurring between pauses. Specifically, it was hypothesized that, with continued learning and experience, L2 speech would exhibit a faster rate of production, a greater proportion of production time spent speaking as opposed to pausing, longer runs between pauses, and that formulaic sequences would appear more frequently in the longer runs between pauses. (Abstract shortened by UMI.)
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Brutt-Griffler, Janina. "The development of English as an international language : a theory of world language /." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242754518.
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Lynch, Michelle C. "Educator Perceptions of Gifted English Language Learners." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2088.
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This paper explores educator perceptions of gifted and talented (GT) English language (ELL) students. This study identifies barriers for identification and service for GT/ELL students and highlights ways to support students through current efforts for students who fit these criteria. Educators from two elementary schools were interviewed in this qualitative study. The schools were chosen due to their high population of ELL students. The roles of professional development (PD) and best practices for identification of underrepresented students are discussed. Five main themes emerged from interviews of educators that work with GT/ELL students. The themes are obstacles, perception, referral, professional development, and, modification.
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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
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Eriksson, Amanda. "Target Language Use during English Lessons for Young Language Learners." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29799.
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One of the subjects in Swedish schools that has become increasingly important is the English subject. This study aimed to analyse what language teachers use in different situations in an English lesson. The study’s purpose was also to find out what reasons teachers gave for their choice of language use during English lessons. The method chosen for this study was a survey. The survey was published in Facebook groups intended for teachers. The results of the survey showed that when asking questions to pupils most teachers chose to use English whereas Swedish was mostly used when helping the students during exercises. The results also showed that teachers’ own experience was the main determining factor when teachers planned the lessons and what language to use.
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Stevens, Mark. "Technology Enhanced Learning for English Language Learners." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.
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<p> This study described how 7<sup>th</sup> grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach. </p><p> Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed. </p><p> Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2? </p><p> Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding. </p><p> Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support. </p><p> Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.</p><p>
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Ezzair, Karima S. "English Teachers' Perceptions of Vocabulary Instruction in English Language Learners' Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6895.
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English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers' perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky's theory of development, the research questions of this study addressed ELL teachers' perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high school teachers, an administrator, and an English for students of other languages compliance specialist, who met the criteria of having the experience of providing instruction and/or support to ELLs. These participants were asked during their interviews about their perceptions of vocabulary instruction to improve the reading proficiency of the ELLs, effective vocabulary strategies that affect ELLs' reading comprehension, and the various methods that support and hinder vocabulary instruction to ELLs. Interviews and observations were used to collect data. Data were analyzed using thematic coding to organize the participants' responses through occurring themes and sorted categories. Participants' responded that there should be more professional development about ELL vocabulary instruction and practices. The culminating project may lead to improved instructional vocabulary strategies that will provide an impetus to respond to the learning requirements of all ELLs, resulting in positive change through increased reading success for ELLs in the district at large.
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Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.
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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. This study helps to inform educators of the potential of literacy events to support both language and literacy development for adolescent ELLs.
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Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.
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Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when
comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.
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Karakaya, Kadir. "An Investigation Of English Language Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612234/index.pdf.
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This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted so as to analyze the data. The results of the data analysis yielded positive findings regarding English teachers
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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.
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Spiteri, Doreen. "English language assessment in Malta : an evaluation." Thesis, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271300.
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