subject:(English learners)

University of Bridgeport

1. Cummings, Casey. A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District .

Degree: 2020, University of Bridgeport

URL: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382

► The need for academic supports for English Learners enrolled in public schools has increased significantly in the last decade. Accountability for success in school expands… (more)

Subjects/Keywords: English learners

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APA (6^th Edition):

Cummings, C. (2020). A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cummings, Casey. “A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District .” 2020. Thesis, University of Bridgeport. Accessed January 24, 2021. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cummings, Casey. “A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District .” 2020. Web. 24 Jan 2021.

Vancouver:

Cummings C. A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District . [Internet] [Thesis]. University of Bridgeport; 2020. [cited 2021 Jan 24]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cummings C. A Program Evaluation of an English Learner Program in a Southwestern Connecticut Urban School District . [Thesis]. University of Bridgeport; 2020. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4382

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Isiah, Rosa I. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.

Degree: Doctorate in Education, Education, 2015, Loyola Marymount University

URL: https://digitalcommons.lmu.edu/etd/471

► English learners are expected to acquire academic language and content simultaneously. Long Term English Learners (LTELs), a growing English Learner subgroup, struggle academically and… (more)

Subjects/Keywords: English Learners; Long Term English Learners; Education

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APA (6^th Edition):

Isiah, R. I. (2015). Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/471

Chicago Manual of Style (16^th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed January 24, 2021. https://digitalcommons.lmu.edu/etd/471.

MLA Handbook (7^th Edition):

Isiah, Rosa I. “Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners.” 2015. Web. 24 Jan 2021.

Vancouver:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2021 Jan 24]. Available from: https://digitalcommons.lmu.edu/etd/471.

Council of Science Editors:

Isiah RI. Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/471

Boston College

3. Orecchia, Amy. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2014, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:104085

► Recognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP)… (more)

Subjects/Keywords: English language learners

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APA (6^th Edition):

Orecchia, A. (2014). Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104085

Chicago Manual of Style (16^th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Doctoral Dissertation, Boston College. Accessed January 24, 2021. http://dlib.bc.edu/islandora/object/bc-ir:104085.

MLA Handbook (7^th Edition):

Orecchia, Amy. “Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions.” 2014. Web. 24 Jan 2021.

Vancouver:

Orecchia A. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2021 Jan 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104085.

Council of Science Editors:

Orecchia A. Promoting the Achievement of English Language Learners by Identifying Strengths and Needs: Implications for School-Based Interventions. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104085

California State University – Sacramento

4. Ram??rez, Laura. Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers.

Degree: MA, English (Language and Literacy, 2020, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/216937

► Spanish was the home language of 37.9 million students in fall of 2016, representing over 76% of all English language learner (ELL) students (NCES, 2019).… (more)

Subjects/Keywords: English language learners

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APA (6^th Edition):

Ram??rez, L. (2020). Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216937

Chicago Manual of Style (16^th Edition):

Ram??rez, Laura. “Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers.” 2020. Masters Thesis, California State University – Sacramento. Accessed January 24, 2021. http://hdl.handle.net/10211.3/216937.

MLA Handbook (7^th Edition):

Ram??rez, Laura. “Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers.” 2020. Web. 24 Jan 2021.

Vancouver:

Ram??rez L. Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.3/216937.

Council of Science Editors:

Ram??rez L. Effects of academic vocabulary instruction on the listening comprehension of first grade English learners and the understanding of academic vocabulary instruction amongst teachers. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216937

University of California – Riverside

5. Casillas, Jacqueline. Long Term English Learners: Success for Some.

Degree: Education, 2018, University of California – Riverside

URL: http://www.escholarship.org/uc/item/1vd9p1v6

► Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and… (more)

▼ Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and practice in the school setting as it relates to Long Term English Learners. I use Social Reproduction Theory, Community Cultural Wealth, and Student Voice as the theoretical frameworks to examine how former Long Term English Learners experienced school and exited the English Learner program. I present three arguments in this research to examine and explain the educational journey of a student identified as a former Long Term English Learner. First, I argue that school personnel, programs, and the “hidden curriculum” (Jackson, 1968) emerged as key to the ability for these students to exit the EL program and pursue a college education at a four-year university. I also argue that Community Cultural Wealth (Yosso, 2005) served as a vehicle for the students in this study to become college bound. Finally, I argue that if schools are to enhance schooling experiences for English Learners, schools must practice “listening to student voice and their perspective” to inform decisions that impact this marginalized student population (Mitra, 2006, p. 7). I conducted interviews, observations, and analyzed pertinent documents to explain the schooling experience of the participants in this study These students were driven to become college bound that resulted in their ability to exit the English Learner program, which was not an identified goal by most participants. The students in this study embraced the opportunity to select courses that fulfilled the A-G college entrance requirements and pursue enrollment in a California State University or University of California upon graduation. The results of this study indicate that the influence, direction, and motivation of parents, the school, students, and Spanish shaped how the students experienced and succeed in high school. The drive to become college bound and enroll in a four-year university upon graduation was their primary goal, not exiting the EL program.

Subjects/Keywords: Education; Community Cultural Wealth; English Learners; Long Term English Learners; Reclassified English Learners; Student Voice

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APA (6^th Edition):

Casillas, J. (2018). Long Term English Learners: Success for Some. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/1vd9p1v6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Thesis, University of California – Riverside. Accessed January 24, 2021. http://www.escholarship.org/uc/item/1vd9p1v6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Web. 24 Jan 2021.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2021 Jan 24]. Available from: http://www.escholarship.org/uc/item/1vd9p1v6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casillas J. Long Term English Learners: Success for Some. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/1vd9p1v6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tennessee – Knoxville

6. Schell, Robin. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.

Degree: 2019, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/5588

► Thousands of migrant and refugee children with limited or interrupted formal education enroll in U.S. schools each year. Mainstream society positions them at the margins… (more)

▼ Thousands of migrant and refugee children with limited or interrupted formal education enroll in U.S. schools each year. Mainstream society positions them at the margins of society, by default, placing them at risk of adopting impoverished identities that preclude full participation in society. As proposed by Freire (1970/1996), critical consciousness development has been explored as a way to empower youth to become agentive in authoring their own lives. This study describes the nature of critical consciousness, or the recognition and challenge of oppression through agentive acts, expressed by adolescent refugee English learners (ELs). The ELs’ perceptions of injustices in their lives formed the basis of collective interrogation and challenge of injustice in two urban middle school English as a Second Language (ESL) classrooms. Critical pedagogy consisting of culture circles, modeled on Freire (1970/ 1996) and Souto-Manning (2010) and thematic unit lesson plans (Brown, 2004, 2007) were implemented to draw out expressions of students’ critical consciousness. Audio-recordings of culture circles, regular class sessions, and semi-structured interviews were collected and transcribed. Student writing, field notes, and the researcher’s reflective journal were also collected. Thematic analysis was conducted using a template approach based on Freire’s (1970/1996) critical consciousness continuum using the categories semi-intransitive consciousness, naïve consciousness, and critical consciousness. The template went through several iterations as analysis revealed Freire’s categories to be insufficient in describing forms of agency and action evident in the data. The final template analysis revealed dynamic and transcategorical tendencies in the ELs’ consciousness. Varying degrees of critical awareness, agency, and action were manifested simultaneously. It also became clear that students’ agency and awareness levels were not aligned. As a result, this study highlights the urgency of critical pedagogy practices in ESL classrooms. Critical pedagogy can nurture students’ sense of agency, a necessary precursor of action. Teachers must afford students opportunities to grapple with injustice in a supportive environment. Students need to feel safe in voicing their opinions and concerns in order to develop a sense of agency which can help them succeed in school and become full participants in society.

Subjects/Keywords: English learners; English language learners; critical consciousness; critical pedagogy; middle school; refugee; adolescent English learners

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APA (6^th Edition):

Schell, R. (2019). Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5588

Chicago Manual of Style (16^th Edition):

Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 24, 2021. https://trace.tennessee.edu/utk_graddiss/5588.

MLA Handbook (7^th Edition):

Schell, Robin. “Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners.” 2019. Web. 24 Jan 2021.

Vancouver:

Schell R. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Jan 24]. Available from: https://trace.tennessee.edu/utk_graddiss/5588.

Council of Science Editors:

Schell R. Toward Critical Consciousness: The Dynamic Consciousness of Adolescent Refugee English Learners. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5588

University of Edinburgh

7. Alswary, Tara I A. The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners.

Degree: 2012, University of Edinburgh

URL: http://hdl.handle.net/1842/8481

► Vowel sounds along with consonants constitute the sound system of each language throughout the World including English. Among various accents in English language, Received Pronunciation… (more)

Subjects/Keywords: Kurdish EFL learners; English monophthongs

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APA (6^th Edition):

Alswary, T. I. A. (2012). The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alswary, Tara I A. “The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners.” 2012. Thesis, University of Edinburgh. Accessed January 24, 2021. http://hdl.handle.net/1842/8481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alswary, Tara I A. “The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners.” 2012. Web. 24 Jan 2021.

Vancouver:

Alswary TIA. The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1842/8481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alswary TIA. The Interlanguage Phonology of Kurdish EFL Learners: The Case of Rendering Vowels in English by the Kurdish EFL Learners. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

8. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: EdD, Curriculum and Instruction, 2017, University of Houston

URL: http://hdl.handle.net/10657/1894

► There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to… (more)

▼ There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to seek ESL classes in large numbers (The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, 2009). This world is becoming more globalized all of the time (Syrett & Canton, 2015; Friedman, 2007; Fairclough, 2006). There are a variety of reasons why people need to learn to communicate with those from other linguistic and cultural backgrounds (Edmunson, 2009). It has been shown that the background knowledge of participants, such as previous achievement and literacy skills, are a part of success. First language skills are known to be possible contributors to the successful learning of English and content knowledge (Cummins 1979,1981, 2007). It would help instructors to gain a clearer understanding of the needs of this population of students in order to better serve them. Without instructor empathy and support, English Language Learners may suffer (Bifuh-Ambe, 2009; Song, 2008; H. D. Brown, 2000). Such studies have shown that there may at times be a disconcerting disconnect between instructor expectations and student needs. Support and advice from peers is also crucial (Bifuh-Ambe, 2009) This dissertation will look at the following research questions: • What can instructors and students learn from the stories of individual ELLs? • What are some of the learning strategies adult English Language Learners use to achieve their learning goals? The introduction will define ELLs and the various subgroups which are a part of this category. This paper will also attempt to discuss how a person really gains proficiency in a new language. One prominent theory is that language skills are gained intuitively (Krashen, 2009). Other researchers postulate that this is coupled with an innate capacity for language learning Andrews (2011). Four main themes will be discussed in the literature review. The first is prior knowledge and the impact of foundational skills in the first language (Cummins 1979, 1981, 2007). Though his research deals primarily with young children, Brown (2007) affirms the idea that theories which are applicable to young children could apply to adult ELLs as well. A solid background in grammar and reading skills could potentially transfer from the first language (L1) to the second language (L2) as shown by August (2006), in a study of adult ELL abilities in these areas. Song (2006) also demonstrated in interviews with ESL learners in college that solid literacy skills in the L1 play a role in successfully completing coursework. Huerta-Macias and Kephart (2009) discussed how an instructor helped native Spanish speakers use their language background to make sense of content in a civics class. The second theme is that the L2 can also impact the L1. Gϋrel (2004) shows the importance of maintaining L1 skills by using the language regularly. These skills could suffer if too much time is given to the L2 instead. H.D.… Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), Wei, Liping (committee member), Gauna, Leslie (committee member).

Subjects/Keywords: ESL; English language learners

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APA (6^th Edition):

-4493-9605. (2017). Stories of Adult ELLs in a Public Setting. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1894

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Doctoral Dissertation, University of Houston. Accessed January 24, 2021. http://hdl.handle.net/10657/1894.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 24 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10657/1894.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1894

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Florida

9. Lopez, Mark Preston. Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2019, University of Florida

URL: https://ufdc.ufl.edu/UFE0054366

► The increasing diversity in the K-12 student population in the US, particularly the rapid growth in the number of English learners (ELs) in urban and… (more)

Subjects/Keywords: english-learners – linguistically – responsive – teaching

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APA (6^th Edition):

Lopez, M. P. (2019). Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0054366

Chicago Manual of Style (16^th Edition):

Lopez, Mark Preston. “Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms.” 2019. Doctoral Dissertation, University of Florida. Accessed January 24, 2021. https://ufdc.ufl.edu/UFE0054366.

MLA Handbook (7^th Edition):

Lopez, Mark Preston. “Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms.” 2019. Web. 24 Jan 2021.

Vancouver:

Lopez MP. Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms. [Internet] [Doctoral dissertation]. University of Florida; 2019. [cited 2021 Jan 24]. Available from: https://ufdc.ufl.edu/UFE0054366.

Council of Science Editors:

Lopez MP. Linguistically Responsive Teaching Teachers' Practices with English Learners in Rural Elementary Classrooms. [Doctoral Dissertation]. University of Florida; 2019. Available from: https://ufdc.ufl.edu/UFE0054366

University of Southern California

10. Garcia Huerta, Maria del Carmen. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.

Degree: EdD, Education (Leadership)Education (Psychology & Technology), 2007, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234

► English Learners (EL) are often viewed as a homogenous group of students, when in fact they are a diverse group with distinct generational differences among… (more)

Subjects/Keywords: English learners

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APA (6^th Edition):

Garcia Huerta, M. d. C. (2007). Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234

Chicago Manual of Style (16^th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Doctoral Dissertation, University of Southern California. Accessed January 24, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234.

MLA Handbook (7^th Edition):

Garcia Huerta, Maria del Carmen. “Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners.” 2007. Web. 24 Jan 2021.

Vancouver:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2021 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234.

Council of Science Editors:

Garcia Huerta MdC. Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4234

University of Southern California

11. Greeson, Mary Linda Alvarez. English learners' performance on the California Standards Test at Aviles Elementary.

Degree: EdD, Education (Leadership), 2008, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375

► The purpose of this quasi-experimental study was to describe, analyze and develop solutions for the performance gap for English-language learners at Aviles Elementary who had… (more)

▼ The purpose of this quasi-experimental study was to describe, analyze and develop solutions for the performance gap for English-language learners at Aviles Elementary who had not achieved grade-level proficiency on the English-Language Arts portion of the California Standards Test (CST). Multiple interventions were developed and implemented to improve the academic achievement of all students, especially English-language learners, on the CST-ELA. The theoretical framework focused on performance improvement research (Barr & Parrett, 2007; Clark & Estes, 2002; Hill & Flynn, 2006; Marzano, 2003). At the heart of the research problem was the question: Are the multiple interventions implemented at Aviles Elementary making a difference in the achievement of English-language learners?; A mixed-methods approach for data collection was used to provide evidence for summative and formative evaluation purposes. The summative evaluation included a pre/post independent groups design using Aviles Elementary and a comparison group using a higher performing school, Gonzalez Elementary. The formative evaluation design included unobtrusive interviews, observational fieldwork through participant and non-participant observations, and analysis of existing documents utilizing the evaluation model developed by Kirkpatrick and Kirkpatrick (2006).; The results provided insight into the effectiveness of the multiple interventions and their impact on student achievement at Aviles Elementary. An analysis of quantitative data was undertaken to assess statistical and practical significance. Student performance was measured on the CST-ELA in Spring 2006 and 2007. Performance bands on the CST-ELA were coded on a 0-4 scaleincluding Far Below Basic (0), Below Basic (1), Basic (2), Proficient (3), and Advanced (4). Statistical and practically significant improvement was noted at Aviles Elementary for five categories of students; namely, second, third, and fourth grades, Hispanic or Latino, and English-Learners subgroups.; The qualitative results demonstrated a renewed sense of urgency for grade-level teams to participate in collaborative structures for planning, problem-solving, and decision-making for improving instruction and learning. The findings illustrated the commitment and determination of the staff to do whatever it takes to raise the achievement of students resulting in greater numbers of English learners experiencing academic success. Advisors/Committee Members: Hocevar, Dennis (Committee Chair), Stowe, Kathy Huisong (Committee Member), Hexom, Denise (Committee Member).

Subjects/Keywords: English learners

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APA (6^th Edition):

Greeson, M. L. A. (2008). English learners' performance on the California Standards Test at Aviles Elementary. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375

Chicago Manual of Style (16^th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Doctoral Dissertation, University of Southern California. Accessed January 24, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375.

MLA Handbook (7^th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Web. 24 Jan 2021.

Vancouver:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2021 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375.

Council of Science Editors:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2375

12. Pino, Ann. Literacy and English Language Learners .

Degree: 2015, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/138836

► The purpose of this project is to examine the literacy and language development of Spanish dominant English Language Learners in mainstream classrooms. English Language Learners… (more)

Subjects/Keywords: Literacy; English Language Learners; Reading

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

APA (6^th Edition):

Pino, A. (2015). Literacy and English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pino, Ann. “Literacy and English Language Learners .” 2015. Thesis, California State University – San Marcos. Accessed January 24, 2021. http://hdl.handle.net/10211.3/138836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pino, Ann. “Literacy and English Language Learners .” 2015. Web. 24 Jan 2021.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.3/138836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pino A. Literacy and English Language Learners . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Lopez, Danielle. How do Newly Credentialed Teachers Conceptualize English Learners? .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/390

► Our population and education system is continuing to grow and change. Over a quarter of the students enrolled in California???s public schools are English learners.… (more)

Subjects/Keywords: English Learners; Teacher Perceptions; ELs

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APA (6^th Edition):

Lopez, D. (2013). How do Newly Credentialed Teachers Conceptualize English Learners? . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Thesis, California State University – San Marcos. Accessed January 24, 2021. http://hdl.handle.net/10211.8/390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Web. 24 Jan 2021.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.8/390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

14. Morena, Laura. Evaluating the impact of Headsprout on the reading achievement of English language learners.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27240

► As the number of English Language Learners (ELLs) in American schools increases so does the need for effective reading interventions for this at-risk population. However,… (more)

Subjects/Keywords: English Language Learners; Reading; Headsprout

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APA (6^th Edition):

Morena, L. (2014). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27240

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2014. Thesis, University of Georgia. Accessed January 24, 2021. http://hdl.handle.net/10724/27240.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2014. Web. 24 Jan 2021.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10724/27240.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27240

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Leier-Murphy, Abbey G. Maneuvering Bilingualism: Long-Term English Learners.

Degree: MA, English, 2020, St. Cloud State University

URL: https://repository.stcloudstate.edu/tesl_etds/28

► Long-term English learners (LTELs) are typically described as English learners (ELs) whom have been in a limited English learning program for five or more… (more)

Subjects/Keywords: English learners; second language acquisition; bilingualism; long-term English learners

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APA (6^th Edition):

Leier-Murphy, A. G. (2020). Maneuvering Bilingualism: Long-Term English Learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/28

Chicago Manual of Style (16^th Edition):

Leier-Murphy, Abbey G. “Maneuvering Bilingualism: Long-Term English Learners.” 2020. Masters Thesis, St. Cloud State University. Accessed January 24, 2021. https://repository.stcloudstate.edu/tesl_etds/28.

MLA Handbook (7^th Edition):

Leier-Murphy, Abbey G. “Maneuvering Bilingualism: Long-Term English Learners.” 2020. Web. 24 Jan 2021.

Vancouver:

Leier-Murphy AG. Maneuvering Bilingualism: Long-Term English Learners. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Jan 24]. Available from: https://repository.stcloudstate.edu/tesl_etds/28.

Council of Science Editors:

Leier-Murphy AG. Maneuvering Bilingualism: Long-Term English Learners. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/tesl_etds/28

16. Velasquez, Maria. A Case Study of Long Term English Learners in One Middle School .

Degree: 2014, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/123930

► This study analyzes factors that contribute to students remaining long term English learners (LTELs). Although the educational research on LTELs is limited, studies show a… (more)

▼ This study analyzes factors that contribute to students remaining long term English learners (LTELs). Although the educational research on LTELs is limited, studies show a current increase in the number of EL students who are unable to reclassify and who remain LTELs, particularly in the secondary school setting. Further, research shows that LTELs are not successful academically and that their unique academic needs are not being met in the classroom. In addition, recent governmental policies have emerged that influence and highlight LTEL students. Therefore, the purpose of this study is to gain a better understanding of the LTEL population by investigating why LTEL students who have been enrolled in U.S. schools for more than six years remain LTELs throughout their educational experiences. For this study, a mixed method research design was conducted at a middle school in Southern California to determine which factors cause LTEL students to remain LTELs and not reclassify. Qualitative and quantitative research was conducted via a confidential survey. In addition, quantitative research was used to analyze student academic and demographic data. As perceived by twenty-seven teacher respondents to the survey from this sample school, the results show that LTELs are fluent in conversational English, but they struggle with reading and writing. Although LTELs are capable, some teachers believed that students tend to remain LTELs because they lack the motivation to succeed academically. Another reason for students remaining LTELs was teacher-based; survey participants reported that they lacked professional development aligned with research-based strategies to meet the needs of LTELs. Further some teachers in this study felt that parents contribute to children remaining LTELs because they do not help their children with schoolwork. Based on the analysis of student data points, in comparison to other ELs, LTELs possess higher English proficiency skills and yet they have lower GPAs. Among LTELs, male Latinos are at greatest risk of academic failure. The next step in this study will be to use the results to better educate teachers and parents about LTELs so that LTEL students can improve academically, reclassify, and ultimately become competitive and successful 21st century learners. Advisors/Committee Members: Van Vooren, Carol (advisor).

Subjects/Keywords: Education; Long term English learners; English language learners

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

APA (6^th Edition):

Velasquez, M. (2014). A Case Study of Long Term English Learners in One Middle School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/123930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Velasquez, Maria. “A Case Study of Long Term English Learners in One Middle School .” 2014. Thesis, California State University – San Marcos. Accessed January 24, 2021. http://hdl.handle.net/10211.3/123930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Velasquez, Maria. “A Case Study of Long Term English Learners in One Middle School .” 2014. Web. 24 Jan 2021.

Vancouver:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.3/123930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/123930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Padilla, Britni. Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .

Degree: 2015, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/138860

► This project focused on the various strategies and supports that aid beginning English learners to develop content specific literacy in a general education classroom. The… (more)

Subjects/Keywords: middle school; Beginning English Learners; Supporting English learners

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

APA (6^th Edition):

Padilla, B. (2015). Supporting Beginning English Learners in the Middle School General Education Content Area Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138860

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Thesis, California State University – San Marcos. Accessed January 24, 2021. http://hdl.handle.net/10211.3/138860.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Padilla, Britni. “Supporting Beginning English Learners in the Middle School General Education Content Area Classroom .” 2015. Web. 24 Jan 2021.

Vancouver:

Padilla B. Supporting Beginning English Learners in the Middle School General Education Content Area Classroom . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.3/138860.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Padilla B. Supporting Beginning English Learners in the Middle School General Education Content Area Classroom . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138860

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Solano-Humerez, Carola. Long Term English Language Learners Path to Obtaining a High School Diploma .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/486

► Abstract Although English language learners are currently the fastest growing group in the United States schools system surprisingly little information is known on the variables… (more)

Subjects/Keywords: Long Term English Language Learners; English Language Learners; High School Graduation

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APA (6^th Edition):

Solano-Humerez, C. (2013). Long Term English Language Learners Path to Obtaining a High School Diploma . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Thesis, California State University – San Marcos. Accessed January 24, 2021. http://hdl.handle.net/10211.8/486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Solano-Humerez, Carola. “Long Term English Language Learners Path to Obtaining a High School Diploma .” 2013. Web. 24 Jan 2021.

Vancouver:

Solano-Humerez C. Long Term English Language Learners Path to Obtaining a High School Diploma . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.8/486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Solano-Humerez C. Long Term English Language Learners Path to Obtaining a High School Diploma . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

19. Avila, Carlos. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.

Degree: EdD, Education (Leadership), 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

► Long-term English learners (LTEL) are students who have attended U.S. schools 6 or more years, but have failed to attain academic and language proficiency. The… (more)

Subjects/Keywords: English learners; long-term English learners; English learners secondary school; English learners high school; goal alignment at secondary schools; gap analysis; systemic support of English learners; goal communication

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

APA (6^th Edition):

Avila, C. (2013). A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

Chicago Manual of Style (16^th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 24, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

MLA Handbook (7^th Edition):

Avila, Carlos. “A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support.” 2013. Web. 24 Jan 2021.

Vancouver:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2021 Jan 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60.

Council of Science Editors:

Avila C. A capstone gap analysis project of English learners' achievement at a suburban high school: a focus on goal alignment and systemic support. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249436/rec/60

Boston College

20. Schall-Leckrone, Laura. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2013, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101510

► This qualitative research study examined how student teachers and novice history teachers learn to teach adolescent bilingual learners (BLs) from coursework to the classroom. The… (more)

▼ This qualitative research study examined how student teachers and novice history teachers learn to teach adolescent bilingual learners (BLs) from coursework to the classroom. The purpose of the study was to investigate to what extent five participants drew upon social justice-oriented pre-service preparation when they taught history to bilingual students in secondary schools in the Greater Boston area. More specifically, this study examined how participants scaffolded history instruction for BLs and taught the language of history to BLs. Classroom data – observation videotapes, interviews, lesson plans, and teaching materials – were analyzed using the Sheltered Immersion Observation Protocol (SIOP) (Echevarría, Vogt and Short, 2008) and Lucas and Villegas's framework for Linguistically Responsive Teachers (LRT) (2011) to assess trends in how individual participants, student teachers, and novice teachers scaffolded instruction. An analytical framework was created based on systemic functional linguistics (SFL) description of key genres of secondary history (Coffin, 1997, 2006; Martin and Rose, 2008) to understand how participants taught the language of history. Findings of this study suggest that as participants gained classroom experience, they increasingly implemented instructional scaffolds aligned with classroom activities to engage students in rigorous content instruction. Yet participants did not consistently teach language demands of history. Based on study results, I suggest outcomes for early phases of a continuum of teacher learning related to teaching history to BLs. I also propose a framework for teaching the language of history that draws from SFL-informed genre pedagogy (Coffin, 1997, 2006; Gibbons, 2009; Rose and Martin, 2012; Schleppegrell, 2005), and I propose a model for language and content teacher preparation specific to history but also applicable to other secondary content areas. A key argument that this dissertation advances is that secondary history teachers need coherent, consistent, and coordinated support from pre-service coursework to student teaching to full-time teaching to learn to teach BLs. Implications of this study can inform teachers, teacher educators, and researchers who seek to improve opportunities for adolescent BLs to receive equitable access to rigorous content instruction and to develop specific literacy skills that could serve as a foundation for individual achievement and engaged citizenship. Advisors/Committee Members: Maria E. Brisk (Thesis advisor).

Subjects/Keywords: Bilingual Learners; English Learners; History; Social Studies; Teacher Education; Teacher Preparation

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

APA (6^th Edition):

Schall-Leckrone, L. (2013). "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101510

Chicago Manual of Style (16^th Edition):

Schall-Leckrone, Laura. “"From Coursework to Classroom: " Learning to Teach History to Bilingual Students.” 2013. Doctoral Dissertation, Boston College. Accessed January 24, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101510.

MLA Handbook (7^th Edition):

Schall-Leckrone, Laura. “"From Coursework to Classroom: " Learning to Teach History to Bilingual Students.” 2013. Web. 24 Jan 2021.

Vancouver:

Schall-Leckrone L. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2021 Jan 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101510.

Council of Science Editors:

Schall-Leckrone L. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101510

21. Flores, Ulysses. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .

Degree: 2012, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/155

► Abstract This qualitative study was conducted with five Mexican American English language learners with varying degrees of English language acquisition. The study took place in… (more)

▼ Abstract This qualitative study was conducted with five Mexican American English language learners with varying degrees of English language acquisition. The study took place in Lake Elsinore, California. When the researcher began the process of answering the question of why English language learners at the early intermediate, intermediate, and early advanced level of English language acquisition failed to respond or responded erroneously to inferential questions: the researcher formulated a hypothesis. The researcher held the belief that the reason English language learners struggled with inferential questions was due to the underdevelopment of primary academic language which is embedded in the language acquisition device. As a result, points of language transfer from Spanish to English were diminished and could not be used for comprehension needs. As grounded theory was adopted, the underdevelopment of the language acquisition device hypothesis was abandoned. Informed by Cem Alptekin???s work on nativized and non nativized text and their affect on inferential comprehension with second language learners and Luis Moll???s research on how to implement prior knowledge and experiences into the classroom compelled the researcher to look elsewhere for answers. Data from field jottings and descriptive field notes were coded and tabulated. The hypothesis that emerged from the study was the overall English language learner inferential comprehension performance hypothesis. This hypothesis states that students at the early intermediate and intermediate levels of English language acquisition respond inferentially correct a greater number of times after reading nativized (culturally relevant) text as opposed non nativized (non cultural) text. On the other hand, emerging early advanced English language learners and early advanced English language learners respond inferentially well with both nativized and non nativized text. Advisors/Committee Members: Quiocho, Alice (advisor).

Subjects/Keywords: inferential comprehension; English language learners; second language learners

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APA (6^th Edition):

Flores, U. (2012). Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Thesis, California State University – San Marcos. Accessed January 24, 2021. http://hdl.handle.net/10211.8/155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Web. 24 Jan 2021.

Vancouver:

Flores U. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10211.8/155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flores U. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Riverside

22. Kudo, Millagros. Examining the Structure of English and Spanish Working Memory in English Language Learners.

Degree: Education, 2015, University of California – Riverside

URL: http://www.escholarship.org/uc/item/64t8r4sp

► Since working memory (WM) has important implications in academics, this study investigates the construct of Baddeley’s model of WM in English language learners (ELLs). This… (more)

Subjects/Keywords: Educational psychology; English language learners; Working memory

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APA (6^th Edition):

Kudo, M. (2015). Examining the Structure of English and Spanish Working Memory in English Language Learners. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/64t8r4sp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Thesis, University of California – Riverside. Accessed January 24, 2021. http://www.escholarship.org/uc/item/64t8r4sp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kudo, Millagros. “Examining the Structure of English and Spanish Working Memory in English Language Learners.” 2015. Web. 24 Jan 2021.

Vancouver:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2021 Jan 24]. Available from: http://www.escholarship.org/uc/item/64t8r4sp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kudo M. Examining the Structure of English and Spanish Working Memory in English Language Learners. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/64t8r4sp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Worwa, Whitney. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.

Degree: MA, English, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/tesl_etds/7

► Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of… (more)

▼ Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of known vocabulary can have an impact on listening comprehension. The focus of this study was the timing of explicit vocabulary instruction and the impact it has on listening comprehension of second language learners. The participants of this study were 24 elementary school age students studying English as a second language. Students had various home languages and levels of English proficiency. Each participant took part in 2 experimental conditions and 1 controlled condition. Each of these conditions altered the timing of vocabulary instruction. Condition 1 received explicit vocabulary instruction of target vocabulary before listening to a text. After the listening task, students completed a multiple-choice assessment that reflected their comprehension of the listening task. Condition 2 received vocabulary instruction after listening to a text. Once the listening task was complete, students took a multiple-choice assessment that reflected their comprehension of the listening task. Condition 3, or the control condition, received no vocabulary instruction before listening to a text and completing the assessment. However, target vocabulary was taught after the assessment was given to ensure students still received instruction on the target vocabulary. This study used a within-subjects design which eliminated the order effect. The results show no significant difference between vocabulary instruction that takes place before listening to a text and vocabulary instruction that takes place after listening to a text. However, the results of this study show a significant difference between vocabulary instruction and no vocabulary instruction at all. This indicates that teaching vocabulary, regardless of the timing, enhances student listening comprehension more than not explicitly teaching vocabulary at all. Based on the results of this study, teachers should explicitly teach vocabulary, in general, because it enhances listening comprehension in English language learners. Advisors/Committee Members: John Madden, Sharon Cogdill, Choonkyong Kim.

Subjects/Keywords: English learners; listening comprehension; vocabulary; young

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APA (6^th Edition):

Worwa, W. (2019). How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/7

Chicago Manual of Style (16^th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Masters Thesis, St. Cloud State University. Accessed January 24, 2021. https://repository.stcloudstate.edu/tesl_etds/7.

MLA Handbook (7^th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Web. 24 Jan 2021.

Vancouver:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 24]. Available from: https://repository.stcloudstate.edu/tesl_etds/7.

Council of Science Editors:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/7

24. Rausch, Pamela. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.

Degree: MA, English, 2015, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/34

► As educators and researchers pursue greater understanding of the best strategies for teaching English learners, the two productive language domains—speaking and writing—have traditionally been… (more)

Subjects/Keywords: English Learners; L2 Speaking; L2 Writing; ESL

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APA (6^th Edition):

Rausch, P. (2015). The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/34

Chicago Manual of Style (16^th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Masters Thesis, St. Cloud State University. Accessed January 24, 2021. https://repository.stcloudstate.edu/engl_etds/34.

MLA Handbook (7^th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Web. 24 Jan 2021.

Vancouver:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Jan 24]. Available from: https://repository.stcloudstate.edu/engl_etds/34.

Council of Science Editors:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/34

University of Alberta

25. Nation, Judy H. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.

Degree: PhD, Department of Elementary Education, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/tq57ns390

► In Alberta the influx of immigrants and refugee families from many countries has resulted in an increasing number of minority students entering mainstream classrooms. Students… (more)

Subjects/Keywords: pedagogy; English languge learners; mainstream classroom

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APA (6^th Edition):

Nation, J. H. (2014). Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/tq57ns390

Chicago Manual of Style (16^th Edition):

Nation, Judy H. “Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.” 2014. Doctoral Dissertation, University of Alberta. Accessed January 24, 2021. https://era.library.ualberta.ca/files/tq57ns390.

MLA Handbook (7^th Edition):

Nation, Judy H. “Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms.” 2014. Web. 24 Jan 2021.

Vancouver:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Jan 24]. Available from: https://era.library.ualberta.ca/files/tq57ns390.

Council of Science Editors:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/tq57ns390

University of Illinois – Urbana-Champaign

26. Timmer, Jennifer Dee. Equity in education: Assessing policy efforts in us schools.

Degree: PhD, Educational Psychology, 2018, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/101319

► Schools are in a unique position to identify and address student need in order to ensure all children can fully engage in the classroom learning… (more)

▼ Schools are in a unique position to identify and address student need in order to ensure all children can fully engage in the classroom learning experience, and it is critical to understand policy efforts aimed at addressing these needs and how they might contribute to valued student outcomes. This dissertation consists of two distinct papers using quantitative policy analysis to examine efforts to provide student support and access to classroom learning. In Paper 1, I compare several different approaches (e.g., English as a Second Language, bilingual, dual language) to helping English Learners (ELs) achieve proficiency in English and access core curriculum content, as demonstrated by achievement on reading and mathematics standardized assessments. I use two nationally representative longitudinal data sets, the Early Childhood Longitudinal Studies, kindergarten classes of both 1998 and 2010, and utilize propensity score matching to perform a careful comparison of both the groups’ academic performance at each wave of data collection as well as achievement trajectories from kindergarten through third grade. I then perform sensitivity analyses to further ensure the robustness of the findings. I find that students in all settings generally demonstrate similar achievement in early elementary grades as well as similar growth trajectories, and findings are robust to the presence of all but the most extreme of possible omitted variables. Importantly, students in programs involving instruction in students’ first language did not demonstrate lower achievement than those in English-only settings. Finally, I discuss the implications of this work for informing policy decisions regarding services provided to ELs. In Paper 2, I examine a new federal policy expanding free school breakfast and lunch offerings, the Community Eligibility Provision of the Healthy, Hunger-Free Kids Act of 2010, which has particular importance for children from low-income families, and its relationship with student attendance. Specifically, I focus on the first three years the program was available in Illinois, one of the first states eligible for participation. I use a difference-in-differences ordinary least-squares regression approach to estimate the relationship between program participation and student attendance amongst eligible schools, and I then use an instrumental variables approach to examine the relationships between participation and attendance amongst all schools in the state. Findings indicate that expanded access to free school breakfast and lunch is associated with increased attendance at participating schools both overall and for several student subgroups in particular. As attendance is positively associated with other valued student outcomes, such as academic achievement and attainment, these findings are promising in highlighting how students can be positively affected by this federal policy effort. Advisors/Committee Members: Cimpian, Joseph (advisor), Ryan, Katherine (Committee Chair), Lubienski, Sarah (committee member), Chang, Hua-Hua (committee member).

Subjects/Keywords: Education; equity; English Learners; School Lunch

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APA (6^th Edition):

Timmer, J. D. (2018). Equity in education: Assessing policy efforts in us schools. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101319

Chicago Manual of Style (16^th Edition):

Timmer, Jennifer Dee. “Equity in education: Assessing policy efforts in us schools.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 24, 2021. http://hdl.handle.net/2142/101319.

MLA Handbook (7^th Edition):

Timmer, Jennifer Dee. “Equity in education: Assessing policy efforts in us schools.” 2018. Web. 24 Jan 2021.

Vancouver:

Timmer JD. Equity in education: Assessing policy efforts in us schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2142/101319.

Council of Science Editors:

Timmer JD. Equity in education: Assessing policy efforts in us schools. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101319

Anna University

27. Savitri, M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.

Degree: Writing skills of tertiary level limited English proficient students, 2013, Anna University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/11108

►

The aim of the study was to explore the learning strategies used by learners from mother-tongue medium schools in English as a second language classroom,… (more)

▼

The aim of the study was to explore the learning strategies used by learners from mother-tongue medium schools in English as a second language classroom, at the tertiary level. The study was carried out in two phases. A preliminary study and the final study The study was carried out with the first year students of an engineering college, Valliammai Engineering College in Chennai. The main objective was to study whether students from mother-tongue medium schools use strategies to write in English and whether these strategies can be universalized. Chapter 1 traces the role of English at the school level and at the tertiary level in India. It discusses the different education commissions, their policies and implications for the teaching of English as a second language. Chapter 2 is a survey of the literature related to strategies. The available literatures pertaining to the present study have been discussed. The third Chapter serves as a background to the study. The chapter describes the problems related to the teaching and learning of English for the tertiary level English Language Learners (ELLs). The chapter discusses three main issues English as a Second Language (ESL), the teacher of English and the learner of English in relation to each other. Chapter 4 and 5 report on the study conducted. Chapter 4 reports on the preliminary study and Chapter 5 reports on the final study. In the preliminary study the strategies used by the students for improving the writing skills were identified. The final study complemented the preliminary study. Since the final study was conducted with a fresh set of students it was reported in a separate chapter. The concluding chapter of the thesis discusses the summary and findings of the research study. It also analyses their implications for the teaching of English to Limited English Proficient students. Suggestions for further research in the area and the limitations of the present study are also presented. newline

Appendices 1 to 13; pp. 184 - 264

Advisors/Committee Members: Shrimathy Venkatalakshmi, T..

Subjects/Keywords: Writing skills; India; Chennai; English Language Learners

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APA (6^th Edition):

Savitri, M. (2013). Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/11108

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Thesis, Anna University. Accessed January 24, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/11108.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Savitri, M. “Strategy instruction for developing the writing skills of tertiary level limited English proficient students;.” 2013. Web. 24 Jan 2021.

Vancouver:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Internet] [Thesis]. Anna University; 2013. [cited 2021 Jan 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Savitri M. Strategy instruction for developing the writing skills of tertiary level limited English proficient students;. [Thesis]. Anna University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11108

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Yuvaraj A. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.

Degree: Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study, 2015, Anna University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/33582

►

The main objectives of the present study were to investigate the newlineappropriateness of the introduction of English to young learners in staterun newlineschools in Tamil… (more)

Subjects/Keywords: science and humanities; Teaching english; young learners

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APA (6^th Edition):

A, Y. (2015). Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/33582

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

A, Yuvaraj. “Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.” 2015. Thesis, Anna University. Accessed January 24, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/33582.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

A, Yuvaraj. “Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;.” 2015. Web. 24 Jan 2021.

Vancouver:

A Y. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. [Internet] [Thesis]. Anna University; 2015. [cited 2021 Jan 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33582.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

A Y. Teaching english as a second language to young learners in select staterun schools in tamilnadu a critical study;. [Thesis]. Anna University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33582

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

29. Lynch, Julia Clare. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.

Degree: PhD, Educational Psychology, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/161567

► In this study, I examined the effectiveness of the literacy curriculum known as STELLA (Storytelling and Retelling and Higher Order Thinking for English Language and… (more)

▼ In this study, I examined the effectiveness of the literacy curriculum known as STELLA (Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition) for newcomers to the United States in Grade 2. The number of immigrant students in elementary schools in Texas is on the rise, largely due to the geopolitical exodus of tens of thousands of Central American children. While STELLA has been proven to be an effective curriculum for gains in English language learners’ (ELL) oral language development in a previous longitudinal research study, the data had not been disaggregated to measure its effectiveness for the subgroup of ELLs – newcomers. In this small-n, mixed-methods study, I found no initial differences for three out of four of the Woodcock-Munoz Language Survey Revised subtests measuring oral language proficiency. On Story Recall, for which there was an initial difference, the immigrant group caught up to the home group nine months later. For Texas English Language Proficiency Assessment System (TELPAS) Listening, immigrant students entered Grade 2 with a lower ability, but caught up to the home group by the end of the grade; whereas for TELPAS Speaking, immigrant students entered Grade 2 with a lower ability, but did not catch up to the home group by the end of the grade. The context of this study was STELLA treatment classrooms in an urban school district in the Houston metro-area between newcomer ELLs who arrived to the United States within three years of Grade 2 and ELL students who were either born in the United States or arrived more than three years previous to Grade 2. Qualitative classroom observations in this study provide insight for teachers, administrators, and researchers as to what types of events should be occurring in a classroom housing newcomer ELLs. Advisors/Committee Members: Lara-Alecio, Rafael (advisor), Irby, Beverly J. (committee member), Odom, Summer (committee member), Tong, Fuhui (committee member), Rivera, Hector (committee member).

Subjects/Keywords: ELL newcomers; bilingual education; English language learners

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APA (6^th Edition):

Lynch, J. C. (2017). Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161567

Chicago Manual of Style (16^th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 24, 2021. http://hdl.handle.net/1969.1/161567.

MLA Handbook (7^th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 24 Jan 2021.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1969.1/161567.

Council of Science Editors:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161567

Texas A&M University

30. Rodriguez, Reyes Isaac. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.

Degree: EdD, Educational Administration, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157831

► The purpose of this qualitative study was to identify the impact of the present grade-span configuration on the sense of belonging in English Language Learners… (more)

▼ The purpose of this qualitative study was to identify the impact of the present grade-span configuration on the sense of belonging in English Language Learners (ELLs) and on the continuity of curriculum and instruction. The teachers of ELLs were asked: (a) How do the grade-span configurations and successive school-to-school transitions affect the sense of belonging for students who are ELLs of the Adelante I.S.D (a pseudonym)? (b)How does the grade-span configuration affect the continuity of curriculum and instruction for students who are ELLs on the elementary campuses of Adelante I.S.D.? The students at Adelante I.S.D. made six transitions from campus to campus during their Pre-K to twelfth grade years. They also transitioned every two years to another campus and this frequent turnover of students posed a concern for the researcher, administration, teachers, and community members of Adelante I.S.D. It was the role of the researcher to work with the district of Adelante and study the ramifications of the aforementioned concerns campus to campus. The findings related to the first research question determined that students experienced a considerable amount of movement which the participants and researcher perceived as having a negative influence on the academic achievement of ELLs. There were minimal transitional practices in place to prepare students for the next campus and grade level leaving students ill-prepared to successfully make the transition. Students were unable to achieve an enduring sense of belonging to each campus as a result of how the campuses were configured. The findings related to the second research question determined that grade configuration impacted the curriculum and instruction for each campus and the district as well. Some instructional strategies were inconsistent from campus to campus and follow through to address the tenets of the District instructional plan were also of concern. The configuration also hindered the communication of teachers across the campuses as they had very little opportunity to meet and plan with one another. Overall, the teachers shared concerns that highlighted the complexity of a triple quandary in assisting ELLs in transitioning from country to country, language to language, and campus to campus. Advisors/Committee Members: Webb-Hasan, Gwendolyn (advisor), Smith, Karen (committee member), Irby, Beverly (committee member), Padron, Yolanda (committee member).

Subjects/Keywords: transition; sense of belonging; English Language Learners

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APA (6^th Edition):

Rodriguez, R. I. (2016). A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157831

Chicago Manual of Style (16^th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 24, 2021. http://hdl.handle.net/1969.1/157831.

MLA Handbook (7^th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Web. 24 Jan 2021.

Vancouver:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1969.1/157831.

Council of Science Editors:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157831

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Open Access Theses and Dissertations