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1
Hoy, Steven Thomas. "Testimonio of a Migrant English Language Learner (ELL)." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3124.
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This story explored the educational experience of a 20 year-old man who came to California from Michoacán, Mexico with his parents and siblings when he was 10 years old. Using qualitative research methodology and testimonio, he and his parents were interviewed to hear and document their stories of his academic journey from the early years in Michoacán to completion of twelfth grade in California. His testimonio, as a migrant English Language Learner (ELL) special education student, who experienced the K-12 Public Education system, provides an in depth view to consider when making educational placement decisions. The ELL student population continues to rise faster than any other student population within California. This student population creates a unique set of circumstances, challenging educators to properly identify and qualify these students into special services. Unfortunately, their lack of language acquisition generally results in lower performance scores on placement assessments. The consequence of these lower test scores oftentimes qualifies these students for special services. The purpose of this qualitative study was to share additional considerations needed to effectively assess and provide the ELL student equitable services. There were two major themes woven throughout the study. First, the study looked at the importance of parent involvement in understanding the academic history of any new student in a school, especially an ELL student. In addition, the role that assessment plays in educational placement of an ELL special education student was explored.
2
Wilkins, Stephen. "Educators' Perceptions of a Successful English Language Learner Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4113.
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Across the nation, many school districts are challenged to improve the academic achievement of English language learners (ELLs). In a small district in Ohio approximately 86% of the ELLs passed the state Annual Measurable Objectives in reading and mathematics, however, 14% of ELL students are not meeting targeted objectives. The purpose of this study was to examine the pedagogical success of an ELL instructional program through the perspectives of the teachers, principals, and administrators in the local district. Using Rose's and Meyer's theory of the universal design for learning and the state's scaffolding framework of assessment, placement and intervention, this case study investigated the factors of effectiveness that participants felt best explained the success of the ELL program. The purposeful sample comprised 4 teachers, 2 principals, and 2 central office administrators. The research included data collected using 8 individual interviews, 1 group interview, 3 classroom observations, and document reviews. Data were coded and analyzed to reveal common themes and perceptions. Findings revealed that participants believed their efforts to develop relevant course content motivated the students to learn a new language, the application of the principles of the universal design for learning improved teachers' pedagogical practices, and the participants placed a priority on creating positive student and family relationships to encourage language learning. The findings can promote positive social change by advancing teachers' capacity to apply supportive practices and educators' efforts to improve the academic achievement of ELLs by implementing effective programs that motivate students to acquire adequate language skills.
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Morita-Mullaney, Patricia M. "Leading from the periphery| Collective stories told by English Language Learner (ELL) leaders." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3612226.
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The purpose of this qualitative narrative study was to explore the stories of ELL leaders and how they negotiated local conditions of power, positioned themselves within leadership structures, and formed their identities. Using critical theory, critical race theory, and feminism as interpretive frames, this study addressed the marginalized status of ELL leaders and the gap in the research related to ELL leadership.
Findings suggest that governmental agencies impacted the institutionalization of ELL programs, along with the pre-existing operational orders of school districts. The history of racial desegregation orders and decrees surfaced the impact of the interpretive framework that defined students within a Black/White racial paradigm where the intersecting identities of language background, national origin and races other than Black or White of ELL students and leaders were dismissed. Further, school districts had a static method of addressing respective federal and state reforms, which included ELLs, but did not provide specificity about their inclusion, leading to their relative exclusion. Resisting these fixed logics and the nuanced exclusion of ELL students, ELL leaders worked on the periphery with teachers, secretaries and principals to acquire resources and social capital for ELL students and families.
This comprehensive collection of narratives from ELL leaders demonstrated that stories are shared and experienced circuitously with repeating themes and cycles. These repetitions created a habitus of identity for reflective, purposeful and conscious leadership. Within this habitus of recycling, considerations of differing leadership praxis was realized.
4
Rivas, Robin Adele. "Response to Intervention for English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7954.
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Researchers in schools have had differing interpretations of effective implementation of response to intervention (RTI) models that have resulted in educators' confusion and misperceptions of the programs, especially with elementary English language learner (ELL) students. The purpose of this case study of 4 schools in an urban school district in the midwest was to explore how teachers used experiential, linguistic, and culturally responsive research-based instructional strategies in their classes to meet the needs of ELLs. Additionally, the RTI team process was explored to discover what experiential, linguistic, and culturally responsive research-based indicators they considered during the RTI decision making process regarding ELLs referred for Tier 2 intervention in reading. Two conceptual frameworks, Sheltered Instruction Observation Protocol and World-Class Design and Assessment RTI2 protocol, operationalized the topic and guided the study. Results were derived from individual semistructured interviews with district instructional coaches and review of referral and recommendation documentation. Data were coded and a thematic analysis was conducted. Findings included the themes of misalignment of Tier 1 core instruction and Tier 2 intervention, inadequate teacher preparation, and limited differentiated support services. A professional learning project for teachers in the district was created based on the findings of this case study. The social change implications for results of the study and the project may be increased capacity building for teachers in inclusive classrooms and a precise and consistent understanding of the RTI model by all stakeholders. The study makes an original contribution to research on RTI implementation with ELLs at the local level and the results can be of value to other districts serving similar populations.
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Weiss, Leah. "ELL AND NON-ELL STUDENTS' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4413.
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All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL students' misconceptions about heat?, How did my use of formative assessment uncover students' misconceptions about heat? Formative assessments were used in the classroom to uncover students' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL students' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing students' ideas about heat and temperature.M.Ed.;
Department of Teaching and Learning Principles;
Education
Teaching and Learning Principals
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Welsh, Amanda Christine. "Invented Rule as a Language Assessment Tool for Monolinguals and English Language Learners." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1176.
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Clinical assessment of children who are English language learners (ELL) is often a difficult and time-consuming task for speech-language pathologists (SLPs) due to the complex nature of second-language acquisition and current methods of formal language assessment. Using an invented rule procedure has emerged in the literature as a screening tool to help determine whether flaws in language use and production are a consequence of language difference or language disorder. The current study utilized invented rule learning with a modeling protocol to compare performance on the invented rule task between children who are ELL to children who are monolingual. The study also compared task performance between age groups and compared individual participant's task scores to scores on the Peabody Picture Vocabulary Test - III (PPVT-III). The results indicated no significant difference between ELL and monolingual raw scores on the task. A significant difference was present between the youngest age group and the older two age groups. There was a weak positive correlation between the invented rule task and the PPVT-III, which could indicate that the two tests are assessing two different areas of language. The invented rule could play a role in language assessment, however more research is necessary to determine under what circumstances its use is appropriate.
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Catina, Kathryn L. "Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26600.
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The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study also analyzed the effect of this model on the on-time graduation rate of limited English proficient students. Discussing the experiences of teachers involved in this model provided valuable information that can be used to refine instruction and improve ELLs cultural assimilation, self-motivation, and involvement in co-curricular activities.
The mixed methods design study taking both a phenomenological and quasi-experimental case study approach focused on collecting experiences from teachers and graduation data to determine the outcomes of the collaborative instructional model. The context of this study was two high schools in a suburban school district in central Virginia. The participants were seven teachers who have implemented the collaborative model within the last two years. Triangulation of the data sources included interviews with the participants, field notes, and archival data. Both NVivo and Statistical Package for Social Sciences were used in coding and describing the data.
Results of this study are presented in narrative descriptions of the experiences of the participants and a descriptive report of the graduation data. Themes resulting from the analysis across all the narratives are discussed within the framework of ELL academic success. Both graduation data and teacher reports are discussed to determine the effect of this instructional model on the on-time graduation rate.Ed. D.
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McCloud, Jennifer Sink. "Storied Lives: Exploring English Language Learners' School Experiences." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50970.
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Using a qualitative bricolage approach (Kincheloe, n.d., 2008), this study explores the everyday school life of immigrant students enrolled in an Advanced English as a Second Language (ESL) classroom in a high school in southwest Virginia. The overarching objective of this study is to examine how these students"five from Mexico, three from Honduras, and one from China" experience school. I present my research in two manuscripts: "Just Like Me: How Immigrant English Language Learners Experience a Rural High School and "I'm NOT Stupid!" The Trouble with JanCarlos. In Just Like Me, I use figured worlds (Holland et al., 1998) and positioning theory (Davies, 2000; Harre & van Langenhove, 1999) as analytical frameworks to present how the students rely on their positions as English language learners in an ESL program, on the ESL faculty, and on one another to co-construct a variety of practices that create opportunities for agency in the school space. I describe how they co-construct a world, vis-a-vis their everyday practices, in and through which, they navigate the institution, meet academic needs, and establish networks of care. I also examine the "dissonant threads""elements of data that resist perfect codification"to deepen analysis and to portray a complex portrait of ESL II (Lawrence-Lightfoot & Davis, 1997).In I'm NOT Stupid, I trouble the school experiences of JanCarlos, a student in the advanced ESL class. Using dialogue and reflexive internal dialogue, I story two events that altered the trajectory of his school life"an emotional argument with the ESL teacher and punishment for drawing graffiti on a bathroom wall. I present how each of these events represented "critical incidents" (Tripp, 1998; Webster & John, 2010) in my research as they interrupted my objective stance and altered my interpretations (Poulos, 2009). As I "connect the autobiographical and personal to the cultural, social, and political" (Ellis, 2004, xix), I use autoethnography to critically examine each event. As I watched events unfold, I routinely asked the relational ethical question""What should I do now?" (Ellis, 2007, p. 4). In so doing, I make transparent my position and power in creating knowledge (Kincheloe, McLaren, & Steinberg, 2012).
Ph. D.
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Lakin, Joni Marie. "Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/536.
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Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language in test items and to reduce cultural content. Formats on these tests are also assumed to be equally novel for all students. However, in at least one large study, researchers found substantial differences between the average performance of ELL and non-ELL Hispanic students on three of the most widely used nonverbal tests. Although these differences might reflect real variation in cognitive development, they may also reflect differences in knowledge of test formats and the testing practices used in U.S. schools.
In this study, I hypothesized that the score gaps between ELL and non-ELL students might, in part, be due to differences in test familiarity and that providing directions that include more practice and feedback might attenuate these differences. I drew from the research on universal design, dynamic assessment, and cross-cultural testing to develop three different types of directions with practice items. I then compared the effects of these three types of test directions on students completing a nonverbal figure analogies test. Figure analogies tests are generally among the best measures of reasoning abilities and are known to be quite difficult for young students. All directions were provided using video with English and Spanish audio and minor animations to concretize the instructions. The three types of directions were nonverbal-dynamic directions, verbal-dynamic directions, and a control condition that used standard test directions. The nonverbal-dynamic directions presented four practice problems that sampled the range of items on the test. Oral instructions and feedback were minimal. The verbal-dynamic directions presented the same four practice problems with more in-depth description and feedback. These directions also described useful strategies for solving items. The standard test directions presented two sample problems with minimal instruction and feedback.
The sample consisted of 882 students in 40 first- and second-grade classrooms in 8 schools. A hierarchical linear model was used to control for similarity among students nested in classrooms and schools and to account for the assignment of treatment (type of directions) at the classroom level. The model included tests for main effects and interactions among treatment, ELL status, and grade. Results indicated that providing additional practice (the nonverbal-dynamic directions) led to small gains in performance, but that the more extensive set of directions (verbal-dynamic directions) were effective only for high-ability students. Contrary to the hypotheses, there was no interaction of ELL status with treatment. An unexpected finding was that use of teacher-read directions instead of video-based directions led to better performance for second-grade students. I conclude that test directions are an important means for improving test familiarity in young students, but that excessive standardization and lengthening of the directions may hinder performance. I also conclude that the choice of practice items and feedback are crucial considerations in the design of test directions.
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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.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).
Ed.D.
Doctorate
Education and Human Performance
Education
11
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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Plett, Bethany Joy. "Inclusion of English language learners in conversion small schools." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2942.
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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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Kim-yoon, Hyeonokh. "Learner beliefs about language learning, motivation and their relationship : a study of EFL learners in Korea /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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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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Kopelman, Abigail Rachel Kramer. "Assessing English language learners: when to use the English WISC-IV versus the Spanish WISC-IV." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2101.
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The purpose of this dissertation was to determine the most valid language psychologists can use to assess Spanish-speaking students who are English language learners, depending on the students’ English language proficiency level, Spanish language proficiency level, and demographic information. Participants included 84 2nd to 5th grade Spanish-speaking students who were English language learners. These students were given a demographic survey, a WISC-IV in English, and a WISC-IV in Spanish. The school had English and Spanish language proficiency data. Results found that once a student reaches the Bridging and Reaching levels (and possibly the Expanding level) of English language proficiency on the ACCESS for ELLs assessment, the student is likely to receive a similar score on a WISC-IV in English and Spanish. Students who score in the Proficient and Above Proficient levels on the Las Links assessment score higher on the Spanish WISC-IV than on the English WISC-IV. Additionally, these findings show that English and Spanish proficiency scores are more useful to determine the most valid language in which to assess a student than using demographic variables. This research will help psychologists to decide the most valid language in which to assess students who are ELL by looking at English and Spanish language proficiency levels. There may also be policy implications. Further research should address how the outcome might change with the WISC-V and should look at generalization to other intelligence tests and language proficiency tests.
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Seo, You-Mi Elena. "English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308255584.
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Neill, Elizabeth Ayers. "Language Proficiency Attainment and Mobility Among ELL Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3308.
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The impact student mobility has on academic achievement has been researched in the United States since the early 20th century (Goebel, 1978). Mobility for students is a risk factor often compounded by poverty, ELL students are at a higher risk of lower achievement. Educators face challenges in tracking records, monitoring, remediating, gap closing, and assisting students in transition periods. The data collected in this quantitative study was analyzed to determine the impact mobility has on English language learners and their attainment of a second language. This quantitative study examined the relationship between non-mobile and highly mobile ELL students in 1st through twelfth grade from one small school district. An analysis was utilized to identify the difference between male and female, mobile and non-mobile ELL students. The frequency of mobility was evaluated to identify the impact mobility has on language attainment. The findings propose that no significant relationship exists between mobility and language attainment.
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Nguyen, Thi Cam Le. "Learner autonomy and EFL learning at the tertiary level in Vietnam : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1203.
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Murrieta, Imelda Guadalupe, and Imelda Guadalupe Murrieta. "Identifying Emotional and Behavioral Difficulties Among English Language Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625551.
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English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school’s electronic database.
Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems.
Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.
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Nelson, Delore. "Meeting the Needs of English Language Learners in Mississippi Through Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5108.
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The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of professional learning communities (PLCs), instructional and assessment practices, knowledge of ELLs' instructional needs, and perceptions of professional development (PD) were examined. The purposeful sample for surveys included 33 Kindergarten through12 general education teachers who met the criteria of having the experience of providing instruction to ELLs. Teacher participants completed an online anonymous survey through SurveyMonkey. Six English Language Arts (ELA) teachers and 1 administrator participated in face-to-face interviews. The responses were open coded then analyzed using NVivo 11. Seven themes emerged from the data: differentiation is critical for ELL instruction, assessment should drive instruction, ELLs benefit from evidence based instructional strategies, PLCs support general education teachers, PD is inadequate to support ELLs and teacher needs, PD is needed on ELLs background, and administrators' support PLCs for ELLs' instruction. A 5-day PD project was designed and positive social change promoted by providing staff with evidence based ELL instructional support, resulting in improved ELL learning and achievement.
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Wu, King-lok Michael. "A study of the design of ELT textbooks used in Hong Kong secondary schools to what extent are concepts of learner autonomy incorporated into them? /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31648162.
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Short, Kathy. "Effects of Teaching Methods on Achievement of English Language Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4945.
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An American school overseas is concerned with offering equal academic opportunities for the non-native English language learners (ELLs) on campus. It has not been determined if the in-class teaching method or the out-of-class teaching method is more effective. The purpose of this study is to determine if there is a difference in end-of-year achievement between these 2 different methods. Guided by Vygotsky`s theory of cognitive social development and Krashen`s theory of exposure to language, the research question addressed the difference in 3rd through 5th grade students' achievement test scores between the in-class teaching method and the out-of-class teaching method. The causal comparative study compared the standardized Stanford and Northwest Evaluation Association Measures of Academic Proficiency achievement test data from 244 students for 1 year of out-of-class teaching with 3 subsequent years of in-class teaching. The Kruskal-Wallis test indicated a significant difference between the 2 methods (H = 7.88, df = 3, p = .049) only in the 1st year of in-class teaching. As the results are inconclusive, the results of this study were shared with teachers and administrators and a discussion was facilitated about alternatives to the in-class teaching method in order to develop a research-based curriculum that will help ELLs to succeed in the local school.
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Khan, Nooreen. "A small scale study exploring the emotional needs of English Language Learners." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html.
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Previous research into the needs of English Language Learner pupils (ELL) has predominantly focused on progress made in language acquisition and academic attainment, whereby learning and language needs were identified and managed. The current research aimed to explore the emotional needs of ELL pupils, and how they may be different to those of English speaking pupils. All data was collected from responses provided by pupils and teachers within two West Midlands based primary schools. A sequential mixed methods design was employed within a Critical Realist theoretical approach. In Phase 1 quantitative data was collected through the use of the Emotional Literacy Assessment and Intervention measure (2003) as a means of identifying emotional strengths and weaknesses. Self report checklists were completed by 106 pupils aged 9 to11, 29% of which were identified as ELL. Teacher checklists were also completed for each participant. This data was analysed using descriptive and inferential statistics. In Phase 2 qualitative data was collected via focus groups with ELL pupils and their English speaking counterparts, and semi-structured interviews were also conducted with their class teachers. Thematic analysis was used to analyse qualitative findings. Quantitative analysis of the checklist data indicated ELL pupils and their teachers scored ELL pupils as having significantly lower emotional literacy skills than their English speaking counterparts, which suggests they may have greater emotional needs. From the qualitative data, ELL pupils reported experiencing greater negative emotions at the time of starting school in the UK, in comparison to English speaking pupils of the same age. English language proficiency is identified by both ELL pupils and their teachers as the factor that has the greatest impact on their emotional well being. Protective factors such as empathic peers and language partners are identified. Possible mechanisms that may lead to the observed behaviours of ELL pupils are considered within the Critical Realist philosophy. The overall findings are discussed in relation to the literature review conducted, along with a critique of the methods used. The author discusses the lack of consideration of emotional factors within the current national approach to the learning and teaching of ELL pupils. The current study suggests ELL pupils have emotional needs that are specific to their circumstances, and highlights a need to develop a national framework which is grounded in evidence. Future research and the potential role of the educational psychologist in the development of a national ELL framework are discussed.
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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
Full textAbstract:
The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
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Canas, Baena Daniela A. "No Child Left Behind Leaves Behind English Language Learners." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/740.
Full textAbstract:
Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.
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Villarreal, Carlo Arlan. "An analysis of the reliability and validity of the Naglieri Nonverbal Ability Test (NNAT) with English language Learner (ELL) Mexican American children." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3850.
Full textAbstract:
The purpose of this study was to investigate the reliability and validity of the
results of the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) with a sample of
English Language Learner (ELL) Mexican American children and to compare the
performance on the NNAT of 122 ELL Mexican American children with children from
the standardization sample. The rationale for conducting this study was the need to
identify culturally sensitive and technically adequate nonverbal measures of ability for
the fastest growing minority group within AmericaÂs public schools today, Mexican
American children. The NNAT was administered to participants with parental consent.
Statistical analyses of the scores did yield positive evidence of internal consistency for
the Nonverbal Ability Index (NAI) total score of the NNAT. However, when individual
clusters were analyzed, Pattern Completion, Reasoning by Analogy, and Serial
Reasoning did not yield positive evidence of internal consistency. Only Spatial
Visualization approached the reliability standard deemed acceptable for tests of cognitive
ability. The mean differences of the NNAT scores between two independent groups
were also assessed in the present study. Results of the statistical analyses did not yield
statistically significant differences across age and grade factors between the scores of the
ELL Mexican American sample and the standardization sample. Finally, the proposed
factor structure of the NNAT was compared with the factor structure found with the ELL
Mexican American sample. Goodness-of-fit test statistics indicate that the proposed
four-factor structure does not fit well with the data obtained from this sample of ELL
Mexican American students. Furthermore, although the NNAT is considered to be a unidimensional test of general ability, nine factors were extracted upon analysis,
providing evidence that the items on each of the four clusters do not function together as
four distinct dimensions with this ELL Mexican American sample. Given that the
individual clusters that collectively combine to yield the NAI total score are not based on
any particular model of intelligence, interpretation of specific strengths and weaknesses
should be discouraged. Finally, the NNATÂs overall score should be interpreted with
caution and may best be used in conjunction with multidimensional ability and/or
intelligence measures.
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Morales, Amanda Irwin Rodriguez. "Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8567.
Full textAbstract:
Doctor of PhilosophyCurriculum and Instruction Programs
Margaret G. Shroyer
This qualitative case study focused on 11 non-traditional, ELL, Latinas within a community-based, teacher education program. The purpose of the study was: (a) to explore the various internal characteristics and external factors that foster Latina, English language learner (ELL), non-traditional students’ resiliency in reaching and remaining in college and (b) to determine what ways these internal characteristics and external factors influenced participants’ desire to pursue and ability to persist in teacher education. The researcher utilized two primary sources of data, (1) an autobiographical, qualitative survey, and (2) individual in-depth, semi-structured interviews. As a secondary source, the researcher used academic documents to provide context for student success in the program. The internal characteristic of sense of purpose and a future (demonstrated in participants’ determination, identity, and responsibility) proved to be most protective for participants’ resiliency. Caring relationships (with the features of: consejos (advice or homilies), quality not quantity, and high expectations in the context of care) proved to be the most significant external factor for fostering participant resiliency. The study also identified the overarching emergent theme of advocacy inspired by hardship found among participant discourse. Within this theme, findings indicated that, as a result of their cultural and experiential understandings, participants were able to enact culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of agency to improve the education outcomes of culturally and linguistically diverse (CLD) students and a desire to advocate specifically on behalf of ELL Latino/as students.
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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.
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Karathanos, Katya A. "Exploring the self-reported perspectives and behaviors of predominantly English-speaking teachers regarding the incorporation of English language learners' native languages into instruction." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/75.
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Shoham, Vincent Michael. "How Mainstream Teachers in a Low Incidence District Perceive their Competence, and the Effectiveness of their Training and Professional Development, in Managing the Needs of ELL Students." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1627754837663487.
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Howell, CaSaundra Joyce. "The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.
Full textAbstract:
English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura's social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collected through individual semistructured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests.
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Favela, Mary Jean. "Voices from the Field: The Impact of Proposition 203 on the Instruction of English Language Learners in a Local School District." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195772.
Full textAbstract:
The passage of Proposition 203 in Arizona in November 2000, virtually replaced bilingual education with a default program for English Language Learners--Structured English Immersion (SEI). The requirement is for nearly all instruction to be in English, with a minimal amount of the native language allowed. This mixed-method study chronicles the implementation of Proposition 203 in a local school district and examines its effects on instructional practices, student achievement, as well as on school climate and culture. Also described are the mitigating requirements of NCLB and Arizona Learns and their effect on instruction for ELL students.Eight teachers in grades K-3 in both SEI and bilingual education programs, and two elementary bilingual special education teachers participated in the study. Six of the ten total participants hold an endorsement in bilingual education. Student achievement data included an analysis of AIMS scores in reading, writing, and math for 2005 and 2006. Qualitative research methodologies were used to obtain classroom observation data. Teacher interviews consisted of open-ended questions related to teachers' understanding about Proposition 203 and its effects on their instruction and school climate.This study suggests that SEI has not been successful in raising student achievement and English proficiency to the levels its proponents had promised. High-stakes testing and other requirements of NCLB and Arizona Learns have exacerbated district attempts to expand bilingual education programs. The study concludes with a summary of continued challenges regarding effective ELL instruction and recommendations and proposed solutions from the literature and the field.
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Ruiz, Madrid Maria Noelia. "Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context." Doctoral thesis, Universitat Jaume I, 2005. http://hdl.handle.net/10803/10440.
Full textAbstract:
This dissertation investigates the relationship between Computer-Assisted Language Learning (CALL) and language-learning approaches. In this sense, Language Learning Autonomy (LLA) seems to be the most preferred candidate by researchers in order to become the suitable approach in order to make the most out of technology (Blin, 1999; Little, 2001; Littlemore, 2003; The European Directorate General of Education and Culture, 2003; sanz, 2003; Villanueva, 2003). The increasing research on this specific field and the theoretical reflections derived from it over the last decade constitutes the framework of our study. Following previous studies (Beatty, 2003; Chapelle, 2003; Alessi, 2001; Marqués, 1995, 2001; Rushby, 1997; Shin and Wastell, 1998; Blin, 1999; Holliday, 1999; Hoven, 1997, 1999; Murray, 1998; Sanz, 2003), the aim of the present study is to examine to what extent an approach to language learning autonomy from a socioconstructivist perspective can effectively inform the design of a specific language learning package taht promotes both autonomising behaviours and positive attitudes in learners. With these reflections in mind, three aspects underline the present study, namely 1) the need to carry out qualitative studies in order to inform a theoretical framework for CALL development, 2) the need to focus on the relationship between CALL and LLA and 3) the need to examine the "teachibility"of learner autonomy by means of a language learning package designed for this specific purpose. This context motivated the following actions: 1) to design a pilot application based upon autonomising criteria (TADLA: Technology Applied to the Development of Learner Autonomy); 2) to test this design with learners with a specific learner style regarding their learner autonomy degree. And finally 3) to compare the results obtained in the tests of other language learning package (Communicate and Connect, 2003).The results obtained in the case-study confirm that the criteria upon which the design of TADLA is based could be considered the requirements that enable the integration of autonomising strategies within the learning activities. In this sense, attention to learning styles, implementation of authentic materials, the possibility of transfer and a discursive approach among others are suitable criteria for the development of attitudes that could lead to a later development of learner autonomy.
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Shand, Jennifer Wood. "The Use of Drama to Reduce Anxiety and Increase Confidence and Motivation towards Speaking English with Two Groups of English Language Learners." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/193390.
Full textAbstract:
The purpose of this study was to create and evaluate the effects of a creative drama curriculum for English Language Learners. It was hypothesized that drama would be helpful in lowering the affective filter--psychological attributes that can impede language acquisition. A group of third graders who had good comprehension of English, yet, were reluctant to speak, and a group of sixth and seventh graders with fledgling English skills participated in the study. Participants' response to the drama curriculum was measured by pretest-posttest, observations, and interviews with both participants and their teachers. Results of the study revealed that drama was successful in considerably reducing the third grade participants' anxiety and increasing their confidence and motivation towards speaking English. There was evidence of positive benefit of the drama with the sixth and seventh graders, but there was little change in participants' anxiety, confidence and motivation towards speaking English.
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Roe, Katherine L. "Cultural Relevance in an English Language Learners' Classroom: A Qualitative Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2877.
Full textAbstract:
Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as the conceptual framework in a qualitative case study to examine how cultural strengths and knowledge can be embedded into instruction for enhanced learning. Data were collected from one teacher and 10 ELL student interviews, lesson observations, and the course syllabus with instructional materials. The results from an inductive analysis revealed four major themes: cultural relevance, student characteristics, reading English, and social learning, which aligned with the funds of knowledge framework. Further, it was found that a teacher's role can serve as the cultural bridge to enhance ELL's cognition. Recommendations for future research include a larger and more culturally diverse group of participants to (a) explore if a consistency occurred that was informed by cultural experience, and (b) investigate the experience of culturally relevant pedagogy for ELL students. Social change implications include culturally relevant pedagogical practices, a cost effective instructional model, and successful academic English acquisition for ELLs.
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Figueroa, Daisy Mae. "Examining the Relationship Between Elementary School Teachers’ Multicultural Attitudes and Self-Efficacy for Teaching English Language Learners." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31870.
Full textAbstract:
An increase in English Language Learners (ELLs) in public schools across the nation is forcing stakeholders to reexamine how teachers are being prepared to effectively teach culturally and linguistically diverse students. It is unclear to what extent inservice teachers feel prepared to work with ELLs and what factors impact their feelings of preparedness. The purpose of this study was to examine the relationships between teachers’ self-efficacy for teaching ELLs, general teaching self-efficacy, and multicultural attitudes. The study also explored whether teachers’ self-efficacy for teaching ELLs could be explained by variables that include years of teaching experience, highest degree earned, perception of preparedness for teaching ELLs, and actual preparation for teaching ELLs.
Two hundred twenty-three elementary teachers working in the Clark County School District in Las Vegas, Nevada, participated in this study. Data was collected using an online survey, which included two validated surveys, the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) and the Teacher Multicultural Attitude Survey (TMAS; Ponterotto, Baluch, Greig, & Rivera, 1998). A modified version of the TSES was included to measure teachers’ self-efficacy for teaching ELLs. Factor analysis was performed on the modified instrument. Three factors emerged from the factor analysis: self-efficacy in ELL classroom management, self-efficacy in ELL student motivation, and self-efficacy in ELL methods and strategies.
Factor analysis, structural equation modeling, and path analysis were used in data analysis. Teachers’ self-efficacy for teaching ELLs and general teaching self-efficacy were found to be strongly correlated. However, multicultural attitude was not found to moderate this correlation. Of the four demographic and background variables, only perception of preparedness for teaching ELLs was found to be a statistically significant predictor.
This study highlights important factors that need to be considered when preparing teachers to teach ELLs. The results of this study may help administrators understand how to prepare and support both preservice and inservice teachers to improve the learning outcomes for ELLs and, in turn, close the achievement gap between ELLs and their non-ELL counterparts.
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Carrera, Hazel Carolyn. "Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82542.
Full textAbstract:
Urban EducationPh.D.
This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of instructional coaches in the classroom has become more and more popular in many school districts across the nation as they look for ways to improve student performance by improving the performance of their teachers. With higher academic standards placed on schools, there is greater demand on teachers to make certain that all of their students are successful. The need for professional development and coaching for teachers of English language learners (ELLs) is discussed. The research site for this study, City View Middle School, is located in a large urban school district where approximately 176,000 students are English language learners. The participants include 1 principal, 14 teachers, and 2 coaches. At the school, all students are considered English language learners and 40% are also considered Students with Interrupted Formal Education (SIFE). This case study employed qualitative methods in the form of observations and interviews of each participant. From the teachers' perspective, three themes emerged as their greatest challenges in working with English language learners. These included: student stressors related to adapting to a new country, the wide range of literacy levels in the classroom, and teaching academic language. Even with these challenges facing them, were teachers willing to work with coaches in an effort to improve their classroom practice? Were teachers receptive to the feedback they received from coaches? Were they willing to try new strategies? Were there any signs of teacher resistance? How were coaches able to create change? The coaches offered a professional development program that included training in the following areas: vocabulary, reading, writing/lesson planning, and cooperative learning strategies. Two types of coaching were implemented at the school: 1) peer observations and group debriefing sessions in Teacher Learning Communities (TLCs); and 2) individualized coaching sessions, which included: a one-on-one pre-meeting, an observation, and a one-on-one debriefing session. The results of this study suggest that there were several preconditions for change. In order for change to occur there were several interrelated factors that needed to take place in the coaching relationship. The professional and personal qualities of the coaches became key factors in how coaching was established at the school. These qualities affected the ways in which they established trust, how they set the tone for their work at the school, how they provided teachers feedback and opportunities for reflective dialogue, and how they created a supportive and nurturing environment. These elements of coaching allowed teachers to feel comfortable to: ask questions, seek help, change their perceptions about what works and what does not work with ELLs, and the confidence to try something new. The support from the principal was also a key element in creating change. Without the principal's support, coaches would not have been able to accomplish their goals with the teachers. This study contributes to our understanding of how schools can support teachers who are experiencing an increasing number of English language learners in their classrooms and do not have the credentials to effectively teach them.
Temple University--Theses
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Uhrig, Ashley. "A Comparison of Individual and Dyad Instruction for Spanish-Speaking Siblings." Wittenberg University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1242405674.
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Rivera, Milagros. "Enhancing the Reading Strategies of Parents of English Language Learners Through Reading Strategies and Interventions(RSI) Workshops." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5463.
Full textAbstract:
The No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children's learning in the home. Researchers have supported the importance of parental involvement in the academic success of children.
The purpose of this study was to determine whether parents' knowledge of reading strategies and interventions increase after participating in a series of workshops specifically designed for the parents of English Language Learners. The professional development activities were delivered in a series of three workshops from March 26 to April 16 of 2011 for three hours each Saturday. Results indicated that pareID: 031001402; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Suzanne Martin.; Title from PDF title page (viewed June 10, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 132-137).
Ed.D.
Doctorate
Education and Human Performance
Education
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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.
Full textAbstract:
Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.
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Piña-Hinojosa, Isabella. "The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5131/.
Full textAbstract:
Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.
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Balint, Dennis Martin. "Factors Affecting Learner Satisfaction in EFL Program Evaluation." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/49562.
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CITE/Language ArtsEd.D.
To provide quality assurance to various stakeholders, current foreign language program evaluation practices often incorporate learners' satisfaction of their language program experiences. Surprisingly, there is a lack of research investigating the multiple learner variables that potentially influence their satisfaction of the program, including foreign language proficiency, foreign language learning goals, and foreign language program grades. In order to address this issue, a study investigating the influences of various learner factors on program satisfaction was conducted with 440 learners enrolled in a two-year English as a foreign language program at a university in Japan. The results of a recursive path analysis indicated that program satisfaction, a construct comprised of questionnaire items related to the content and learners expectations as well as various aspects of the instructors, was influenced by their level of academic-vocational English language learning goals, grades in the English program courses, and gains in English language proficiency. While initial English proficiency did not have a direct effect on program satisfaction as hypothesized, it did have considerable indirect effects through its influence on other learner variables in the model, particularly the learners' grades. Importantly, further analyses also found significant differences between gender groups regarding the interrelationships of the learner factors to satisfaction, with proficiency gains having considerable effects for the male participants but almost no effect among the female participants. Furthermore, a comparison of the path models for each gender group showed that while the learner variables accounted for 17% of the variance in program satisfaction for the male learners, the same learner variables only accounted for 5% of satisfaction in the model for the female learners. Another important finding was an increase of 30% of variance accounting for program satisfaction between a path analysis that incorporated the learners' gains in English language proficiency based on pre- and post-program TOEFL scores and another path analysis that used the learners' self-perceived improvement in English language skills. Finally, a cross-validation of the path models revealed statistically significant differences on two variables, proficiency gain and English learning goals, between the two cohorts in the study, indicating a limitation in the longitudinal format utilized.
Temple University--Theses
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Vladu, Anthony. "High Achieving English Language Learners: The Schooling Experiences of Former Ell Students Enrolled in Advanced High School Courses." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449742.
Full textAbstract:
With immigration at record levels, public schools are educating an increasing number of English Language Learners who are less academically successful. There is a dearth of research on academically successful former ELL students. The purpose of this study was to identify the shared schooling experiences, shared success factors, and shared inhibiting factors of former ELL students enrolled in AP and IB coursework at the high school level. This phenomenological study used structured student and teacher interviews as well as classroom observations for the generation and collection of data. Seven students participated in this study. This study found that former ELL students experienced positive teacher-student relationships, high expectations, teacher clarity, academic support networks, and course selection coaching at the middle school level. Participants also shared success factors to include high levels of success expectancy, school engagement, and early family support. Student inhibiting factors were related to low levels of school-family engagement at the high school level, course tracking, and threshold English language development. Student academic networks, explicit vocabulary instruction, and participation in extracurricular activities increased the acculturation of ELL students thus enabled them to access the college prep curriculum. This study found that teacher practice and school programs provided ELL and former ELL students with more positive academic trajectories.
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Sox, Amanda Kay. "Teacher Preparation for Instructing Middle School ELL Students: A North Carolina Piedmont Perspective." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202755.
Full textAbstract:
The North Carolina Public Schools, like other schools in the southeast, have experienced phenomenal growth in their ELL student populations in the last 15 years. This fairly recent influx of ELL students raises questions about the extent to which the schools, and more specifically, the teachers, are prepared to meet the needs of their linguistically diverse students. Unfortunately, few studies to date have investigated how teacher education programs (TEPs) and professional development opportunities are addressing this aspect of teacher preparation. This dissertation addresses the lack of current research as it pertains to both TEPs and professional development experiences of middle school working in the North Carolina Public Schools. Using a mixed methods design that combined survey research with open-ended interviews of focal participants, the author revealed that teachers had had limited preparation experiences at both the TEP and professional development levels. However, those who had had these experiences overall did exhibit some capacity to adapt instruction and relate to their ELLs in positive ways. The preparation, however, also lacked sociolinguistic awareness and awareness about the theoretical foundations that underlie these practices. The author concluded by relating the findings to the current research and discussed recommendations and implications for TEPs and professional development in North Carolina and the southern context.
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Ruffu, Russell. "Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149659/.
Full textAbstract:
This study investigated oral reading fluency development among Hispanic high school English-language learners. Participants included 11 males and 9 females from first-year, second-year, and third-year English language arts classes. The pre-post experimental study, which was conducted during a four-week ESL summer program, included a treatment and a control group. The treatment group received a combination of components, including modified repeated reading with self-voice listening and oral dictation output from a speech recognition program. Each day, students performed a series of tasks, including dictation of part of the previous day’s passage; listening to and silently reading a new passage; dictating and correcting individual sentences from the new passage in the speech recognition environment; dictating the new passage as a whole without making corrections; and finally, listening to their own voice from their recorded dictation. This sequence was repeated in the subsequent sessions. Thus, this intervention was a technology-enhanced variation of repeated reading with a pronunciation dictation segment. Research questions focused on improvements in oral reading accuracy and rate, facility with the application, student perceptions toward the technology for reading, and the reliability of the speech recognition program. The treatment group improved oral reading accuracy by 50%, retained and transferred pronunciation of 55% of new vocabulary, and increased oral reading rate 16 words-correct-per-minute. Students used the intervention independently after three sessions. This independence may have contributed to students’ self-efficacy as they perceived improvements in their pronunciation, reading in general, and reported an increased liking of school. Students initially had a very positive perception toward using the technology for reading, but this perception decreased over the four weeks from 2.7 to 2.4 on a 3 point scale. The speech recognition program was reliable 94% of the time. The combination of the summer school program and intervention component stacking supported students’ gains in oral reading fluency, suggesting that further study into applications of the intervention is warranted. Acceleration of oral reading skills and vocabulary acquisition for ELLs contributes to closing the reading gap between ELLs and native-English speakers. Fluent oral reading is strongly correlated with reading comprehension, and reading comprehension is essential for ELLs to be successful in school. Literacy support tools such as this intervention can play a role in ameliorating English acquisition faster than the rate attained through traditional practices.
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Lee, Pei-Yi. "Middle school ELL and LD teachers' perceptions of the importance of reading methods." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/429.
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Ting, Eewen. "A Dictionary of Unorthodox Oral Expressions for English Learners and Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4453.
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To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.
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Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.
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Matsubara, Katsuko. "Learner Attitudes Toward Studying English in a Rural Japanese University: Motivation, WTC, and Preferences for Instructional Activities." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/132708.
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CITE/Language ArtsEd.D.
This study is a multi-faceted analysis of the English learning motivation of one particular population: first-year non-English-major Japanese university students in a rural area of Japan. In addition to traditional motivation measures, measures of group dynamics thought to be relevant to classroom motivation and L2 Willingness to Communicate (WTC),which has recently caught interest both as an influence on and valued outcome of second language (L2) learning, were also included. The participants' English proficiency was measured with the Test of English for International Communication (TOEIC). The participants were 238 Economics and Management majors enrolled in required English courses. They completed a 44-item L2 motivation and preferences for instructional activities questionnaire, a 30-item L2 WTC questionnaire, and the TOEIC. A factor analysis was performed to determine the internal structure of the motivation and preferences for instructionl activities variables. A Rasch rating-scale analysis was conducted to estimate the strength of the components by calibrating person measures for each variable for this sample Motivational Intensity, Intergroup Approach Tendency, Necessity of English and Instrumental Orientation emerged as motivational components, and Group Cohesion, Preference for a Student-Centered Approach, Enjoyment of Group Activities, and Study Habit Preference emerged as preference for instructional activities components. To determine the effects of the motivational and preferences for instructional activities components on proficiency and L2 WTC, multiple regression analyses were performed. One motivation component (Motivational Intensity) and one preference for instructional activities component (Study Habit Preference) contributed to predicting proficiency. For L2 WTC, Intergroup Approach Tendency and Preference for a Student-Centered Approach were statistically significant predictors. Next, a profile analysis was conducted to determine the differences in motivational and preferences for instructional activities tendencies at low, medium, and high levels of proficiency and L2 WTC. No notable differences in profiles emerged for the three proficiency levels, but significant differences emberged among three levels of L2 WTC groups. Overall, the set of analyses provide an in-depth understanding of the motivation of university-aged Japanese learners of English in a rural area. Teachers of these and similar students can adapt their practices to match and expand the preferences of these learners, and researchers in the future can apply this research strategy to different populations.
Temple University--Theses