Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

You searched for subject:(ELD teachers). One record found.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Maurizio, Toshiko Mesa. Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice.

Degree: Education, EdD, Education, 2018, University of Portland

With the increased demands of the new Common Core State Standards (CCSS), the New Generation Science Standards (NGSS), and the revised English Language Proficiency Standards (ELPs); the traditional approach to teaching English Learners (ELs) needs to shift to align with the expectations of these new standards. Therefore, the researcher engaged in a study to determine how professional development (PD) that supports the new standards impacted beliefs of educators in the district and ultimately, classroom practice. The purpose of this qualitative study was twofold: (1) To determine if the Arwood Neuroeducation Model (ANM) supports the pedagogical shifts recommended by Heritage, Walqui, and Linquanti (2015); and (2) If those district educators with and without a professional background in both the pedagogical shifts and in educating ELs based on the ANM show beliefs about language development and/or language acquisition that are aligned with their classroom practices. The first part of the study involved reviewing the pedagogical shifts and then aligning each shift to components of ANM to determine which elements of the shifts aligned to the model and which ones were missing. The key finding from this part of the study was that ANM has a place in the Second Language Acquisition (SLA) literature and that the model supports and enhances the pedagogical shifts. The second part of the study was to investigate educators’ beliefs about language acquisition and development aligned to their classroom practice, which was conducted using a combination of an open and closed-ended survey as well as a classroom visit by an educator with this neuroeducation background with no relationship to the district in which the data was collected. The survey was sent to 500 general educators in a large district such as administrators, school psychologists, speech language pathologists, self-contained teachers, English Language Development (ELD) teachers, and content teachers of which 350 responded. The same survey was sent to eight select ELD teachers. Four of the ELD teachers received professional development or PD on the pedagogical shifts for SLA and on the differences between language development and language acquisition and four of the teachers did not receive any training. The eight ELD teachers were also observed once using an observation tool aligned to ANM. The findings for the second part of the study suggest an alignment between beliefs and practice for the group that received PD but not for the group that did not receive the same PD. The data also suggest that when PD was provided on language acquisition, teachers’ beliefs and classroom practice aligned to the literature on language acquisition. When PD was not provided, the beliefs aligned to the literature on language acquisition but classroom practice aligned to the literature on language development. Also, PD around neuroeducation supported the shift in alignment of practice. Advisors/Committee Members: Dr. Ellyn Arwood.

Subjects/Keywords: English Learners (ELs); Teachers’ beliefs; Classroom practice; Neuroeducation; Neuro-Semantic Language Learning Theory (NsLLT); Professional development; ELD teachers; Language acquisition; Language development; Education; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maurizio, T. M. (2018). Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/60

Chicago Manual of Style (16th Edition):

Maurizio, Toshiko Mesa. “Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice.” 2018. Doctoral Dissertation, University of Portland. Accessed August 25, 2019. https://pilotscholars.up.edu/etd/60.

MLA Handbook (7th Edition):

Maurizio, Toshiko Mesa. “Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice.” 2018. Web. 25 Aug 2019.

Vancouver:

Maurizio TM. Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Aug 25]. Available from: https://pilotscholars.up.edu/etd/60.

Council of Science Editors:

Maurizio TM. Language Acquisition Versus Language Development: An Investigation of Teachers' Beliefs of How English Learners Acquire a Language and How These Beliefs Translate into Practice. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/60

.