subject:(English learners)

1. 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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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

University of Georgia

2. Lang, Lisa Force. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.

Degree: PhD, Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

► Elementary teachers meet with challenges organizing instruction to differentiate for diverse learners writing in a new complex language. Building on sociocultural theories of learning, this… (more)

▼ Elementary teachers meet with challenges organizing instruction to differentiate for diverse learners writing in a new complex language. Building on sociocultural theories of learning, this qualitative multiple case study describes effective characteristics of instructional scaffolds between teachers and first-grade English language learners (ELL) within the context of Reading Recovery lessons, a well-researched early intervention program with documented effectiveness. Observations took place during conversation to compose and message writing components of lessons. Participants included three Reading Recovery teachers and six ELL. Digital video recordings, field notes, interviews, lesson records, and student artifacts collected for eighteen weeks comprised the data. Video and conversation analysis was used to elaborate the interactional details. A collection of interconnected yet stand-alone manuscripts details the findings. The first, “Vygotsky’s reflection “behind the glass”: Blending theory and practice in one-on-one writing instruction, discusses how Vygotsky’s sociocultural theories frame teaching and learning at the growing edges of students’ competencies. The second, “Interactions scaffolding hearing and recording sounds in words: A case study of an early intervention literacy teacher and an English language learner,” depicts how one teacher’s instructional scaffolding fostered a student’s self-regulation of a useful strategy to write new words. The third, “Expanding a meager knowledge of words for strategic actions in writing,” describes how a teacher scaffolded her student’s word learning journey. The fourth, “Using conversational analysis to examine writing instruction,” details the characteristics of effective conversations for composing to write. The fifth, “It looked like ice dancing: Orchestrating interactions that scaffold the writing of ELL,” identifies types of instructional assistance used to bridge actual development to potential development in students’ writing. Just as in paired ice skating, coordination of lifts and leaps requires intentions and collaboration of both partners. Teachers orchestrated instructional talk to foster independent strategic actions for emergent writers. While scaffolds do support learning, the characteristics of those scaffolds are critical for students to become self-regulated writers. Like ice dancing partners skate in tandem to support one another, the teachers’ scaffolding proved to be stronger when built contingent on individual student’s strengths. Advisors/Committee Members: Linda Labbo.

Subjects/Keywords: English language learners

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APA (6^th Edition):

Lang, L. F. (2009). It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

Chicago Manual of Style (16^th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Doctoral Dissertation, University of Georgia. Accessed August 22, 2019. http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

MLA Handbook (7^th Edition):

Lang, Lisa Force. “It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners.” 2009. Web. 22 Aug 2019.

Vancouver:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Aug 22]. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd.

Council of Science Editors:

Lang LF. It looked like ice dancing: orchestrating interactions that scaffold the writing of English language learners. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/lang_lisa_f_200905_phd

University of Georgia

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

Degree: MA, School Psychology, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

► 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

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APA (6^th Edition):

Morena, L. (2011). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

Chicago Manual of Style (16^th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Masters Thesis, University of Georgia. Accessed August 22, 2019. http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

MLA Handbook (7^th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Web. 22 Aug 2019.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Aug 22]. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

University of Georgia

4. Suriel, Regina L. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.

Degree: PhD, Science Education, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd

► The Association for the Advancement of Science (AAAS) calls for scientifically literate citizens by the return of Halley’s Comet in 2061. Nationally, however, schools in… (more)

▼ The Association for the Advancement of Science (AAAS) calls for scientifically literate citizens by the return of Halley’s Comet in 2061. Nationally, however, schools in the United States are not effectively meeting that challenge, as less than one-fifth of Americans currently meet a minimal standard of scientific literacy. The Spanish-speaking Latino population, the largest and fastest growing minority group in the U. S., is not achieving successfully on standardized science exams measuring scientific literacy. Thus, it is imperative that we effectively address the issues associated with the academic underperformance of Latinos, English Language Learners, in particular. The purpose of this study was to explore teaching strategies that help secondary level Latino science learners develop scientific literacy. Through the use of quantitative and qualitative data collection methods, both teaching and learning strategies were identified. Quantitative tools included the use of pre and posttest examinations that aided in exploring changes in participants' knowledge as a result of their participation in a targeted after school program. Qualitative tools included participant observation, interviews and participants' artifacts. Collectively, these qualitative tools provided evidence of effective teaching and learning strategies, as they occurred in a physical science afterschool enrichment program, with a particular focus on strategies that were identified by the participants. Findings from this study indicated that Spanish-speaking Latino bilinguals (LBLs) benefitted from bilingual teaching strategies that used and enhanced the acquisition of the Spanish language to support science learning. Science inquiry activities, structured learning and scaffolding approaches were instrumental in co-constructing physical science knowledge with participants. Teaching that triangulated Spanish, English, and the language of science supported trilingualism and multiculturalism in LBLs. Advisors/Committee Members: Cory Buxton.

Subjects/Keywords: English Language Learners

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APA (6^th Edition):

Suriel, R. L. (2011). The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd

Chicago Manual of Style (16^th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 22, 2019. http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

MLA Handbook (7^th Edition):

Suriel, Regina L. “The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science.” 2011. Web. 22 Aug 2019.

Vancouver:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Aug 22]. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd.

Council of Science Editors:

Suriel RL. The trilingual science teaching ambassador: exploring the triangulation of Spanish, English, and the language of science. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd

University of Georgia

5. Oddone, Cameron Grace. Exploring comprehension monitoring in sentence reading with English language learners.

Degree: MA, Educational Psychology, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

► Past research results indicate a strong relationship between oral reading fluency (ORF) and reading comprehension for native English speaking (EL1) students; however, little is known… (more)

Subjects/Keywords: English Language Learners

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APA (6^th Edition):

Oddone, C. G. (2015). Exploring comprehension monitoring in sentence reading with English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

Chicago Manual of Style (16^th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Masters Thesis, University of Georgia. Accessed August 22, 2019. http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

MLA Handbook (7^th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Web. 22 Aug 2019.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Aug 22]. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

Council of Science Editors:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

University of Southern California

6. Soto, Iztaccíhuatl G. Evaluation of the progress of elementary English learners at Daisyville Unified School District.

Degree: EdD, Education (Leadership), 2010, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541

► The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics… (more)

▼ The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics for English learners (EL) at the elementary schools in Daisyville Unified School District (DUSD) with that of ELs throughout California. DUSD is like many other districts in California, that are striving to find effective ways to educate students. The study specifically compared ELs by grade level (2nd-5th grade)at each elementary at DUSD to that of ELs by grade level (2nd-5th grade) on CST performance statewide. The results of the study uncovered distinct results in terms of EL proficiency in ELA and in mathematics.; The majority of the EL students in grades 2 through 5 at the all elementary schools at DUSD varied dramatically on CST performance in ELA when compared to the ELs statewide and schools within the district. Two elementary schools outperformed their counterparts within the district and across the state. One school, unfortunately, significantly underperformed across grade levels within the district and when compared to ELs statewide. The other three elementary schools fluctuated in the percentage of EL students proficient in ELA.; The results on the CSTs for mathematics at DUSD told a quite different story from the ELA results. Most of the schools performed at or above the EL state average on the CSTs in math. Three schools outperformed schools in the district and performed above the average of ELs across California. The other elementary schools were not too far behind in the percentage of EL students proficient in math.; By comparing the academic achievement of EL students at DUSD with that of the ELs in California, this study provides an understanding of challenges districts are facing in addressing the academic achievement of ELs per the requirements of NCLB. This study contributes to the body of literature concerning the challenges of academic achievement for ELs and provides recommendations for possible approaches that address these issues. Advisors/Committee Members: Hocevar, Dennis (Committee Chair), Hentschke, Guilbert C. (Committee Member), Gokalp, Gokce (Committee Member).

Subjects/Keywords: elementary; English learners

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APA (6^th Edition):

Soto, I. G. (2010). Evaluation of the progress of elementary English learners at Daisyville Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541

Chicago Manual of Style (16^th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541.

MLA Handbook (7^th Edition):

Soto, Iztaccíhuatl G. “Evaluation of the progress of elementary English learners at Daisyville Unified School District.” 2010. Web. 22 Aug 2019.

Vancouver:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541.

Council of Science Editors:

Soto IG. Evaluation of the progress of elementary English learners at Daisyville Unified School District. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/287534/rec/2541

Boston College

7. 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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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

University of California – Riverside

8. 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 August 22, 2019. 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. 22 Aug 2019.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Aug 22]. 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

Texas A&M University

9. Cox, Nano Kathleen. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2706

► My study investigated the effects of two 50/50 and two 90/10 two-way dual language programs on the reading achievement of 76 English Language Learners (ELLs)… (more)

Subjects/Keywords: Dual Language; English Language Learners

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APA (6^th Edition):

Cox, N. K. (2009). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2706

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):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Thesis, Texas A&M University. Accessed August 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

MLA Handbook (7^th Edition):

Cox, Nano Kathleen. “Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs.” 2009. Web. 22 Aug 2019.

Vancouver:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706.

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

Council of Science Editors:

Cox NK. Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2706

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

University of Edinburgh

10. 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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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

California State University – Sacramento

11. P??rez, Alejandra. Academic success among Latino high school second language learners.

Degree: 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/551

► There is a serious problem with the educational attainment for Latino students. Historically, Latino students are not graduating from high school because they are not… (more)

Subjects/Keywords: Support programs; AVID; English learners

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APA (6^th Edition):

P??rez, A. (2010). Academic success among Latino high school second language learners. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/551

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):

P??rez, Alejandra. “Academic success among Latino high school second language learners.” 2010. Thesis, California State University – Sacramento. Accessed August 22, 2019. http://hdl.handle.net/10211.9/551.

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

MLA Handbook (7^th Edition):

P??rez, Alejandra. “Academic success among Latino high school second language learners.” 2010. Web. 22 Aug 2019.

Vancouver:

P??rez A. Academic success among Latino high school second language learners. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10211.9/551.

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

Council of Science Editors:

P??rez A. Academic success among Latino high school second language learners. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/551

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

California State University – Sacramento

12. Buddingh, Melissa. The effects of teaching roots and affixes on the vocabulary development of underperforming students.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/674

► Recent STAR testing results show that California students are not performing well on the English/Language Arts portion of the examination (California Department of Education, 2008).… (more)

Subjects/Keywords: English learners; Junior high; Vocabulary

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APA (6^th Edition):

Buddingh, M. (2010). The effects of teaching roots and affixes on the vocabulary development of underperforming students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/674

Chicago Manual of Style (16^th Edition):

Buddingh, Melissa. “The effects of teaching roots and affixes on the vocabulary development of underperforming students.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 22, 2019. http://hdl.handle.net/10211.9/674.

MLA Handbook (7^th Edition):

Buddingh, Melissa. “The effects of teaching roots and affixes on the vocabulary development of underperforming students.” 2010. Web. 22 Aug 2019.

Vancouver:

Buddingh M. The effects of teaching roots and affixes on the vocabulary development of underperforming students. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10211.9/674.

Council of Science Editors:

Buddingh M. The effects of teaching roots and affixes on the vocabulary development of underperforming students. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/674

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 August 22, 2019. 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. 22 Aug 2019.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Aug 22]. 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

14. 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 (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 August 22, 2019. 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. 22 Aug 2019.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Aug 22]. 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

University of Southern California

15. Torres, Luz Adriana. Gifted Spanish speaking English learners' participation in advanced placement programs.

Degree: EdD, Education (Leadership), 2010, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

► This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in… (more)

▼ This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in Advanced Placement (AP) courses. In addition, this study investigated the perceptions of gifted Spanish speaking ELs toward AP courses and how these perceptions might affect their participation in AP courses. Six student participants and two teachers of EL students completed a short survey and responded to questions that asked specifically about what students and their parents know about AP courses, college requirements, financial aid, and how they accessed this information. One school counselor participated in the interview, but did not participate in the survey.; English learners and other ethnic minorities are underrepresented in AP programs. AP enrollment criteria such as teacher recommendation, tracking practices, and low academic achievement have kept EL students out of AP courses. ELs are also underidentified in programs for the gifted and talented. This study investigated the schooling experiences of gifted Spanish speaking EL high school students as well as their perceptions toward AP courses that might affect what they know about AP programs and the extent to which they enroll and participate in AP programs.; The research findings of this study revealed that gifted Spanish speaking ELs and their parents had high aspirations for college attendance, but had limited information or misconceptions about AP programs. This information, coupled with how students perceived themselves as learners affected their enrollment and participation in AP classes. In addition, the data revealed that teacher recommendation was a decisive factor with respect to which students were perceived to be qualified to participate in AP courses.; Common themes emerging from the study identified a variety of contextual factors of the schooling process as well as student and school personnel perceptions that affected the extent to which gifted EL students participated in AP courses. Some themes dealing with the school process included: teachers were sources of information and of academic support, there was a lack of integration of the students’ language and culture in the school curriculum and on campus, and school personnel were perceived to be influential in students’ decisions to enroll in AP classes. The data uncovered the following themes regarding students’ perceptions: parents had limited influence on their children’s decisions to take AP courses because they lacked information about AP programs, students’ reasons for choosing to participate or not participate in AP classes were varied and inconsistent, and students’ peers served as the social capital needed to learn about AP courses. The findings of this study call for districts, schools, and policymakers to examine the current school processes and how they affect the overall achievement of gifted ELs and their enrollment, participation, and success in AP programs. Advisors/Committee Members: Kaplan, Sandra N. (Committee Chair), Stillman, Jamy (Committee Member), Baca, Reynaldo R. (Committee Member).

Subjects/Keywords: gifted Spanish speaking English Learners; gifted English Learners and AP courses; gifted English Learners; English Learners and AP courses

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

APA (6^th Edition):

Torres, L. A. (2010). Gifted Spanish speaking English learners' participation in advanced placement programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

Chicago Manual of Style (16^th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

MLA Handbook (7^th Edition):

Torres, Luz Adriana. “Gifted Spanish speaking English learners' participation in advanced placement programs.” 2010. Web. 22 Aug 2019.

Vancouver:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047.

Council of Science Editors:

Torres LA. Gifted Spanish speaking English learners' participation in advanced placement programs. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/361985/rec/3047

University of Houston

16. -2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

URL: http://hdl.handle.net/10657/3380

► Background: Due to numerous factors, the number of English Language Learners (ELLs) enrolling in public schools in the United States rapidly increased since 2014. For… (more)

▼ Background: Due to numerous factors, the number of English Language Learners (ELLs) enrolling in public schools in the United States rapidly increased since 2014. For this reason, many educators have found themselves unprepared to serve the various academic, social, and emotional needs of ELLs. Purpose: The purpose of the study was to explore teacher perceptions and their behavioral and motivational expectations of ELLs. In this study, the following research questions was posed: What are teacher perceptions regarding the behavior and motivation of ELLs in an urban school? Methods: A qualitative case study was used to analyze common perceptions found in three English teachers of ELLs in an urban high school with a large ELL population in Southeast Texas. Two rounds of individual interviews were conducted with teachers. The resulting categories and themes from the individual interviews were used to develop and refine questions for a mini focus group involving the same study participants. Results: The results showed that a lack of administrative support and efforts for inclusion impacted the behavior and motivation of ELLs. Other influences on the behavior and motivation of ELLs were: Student home environments, codependency of students, and teacher connections. Even though the three participants had valuable information to offer, they all agreed that motivation, behavior, and academic success are tied. Conclusion: The themes discovered are important in seeing students motivated to learn and be academically successful; however, districts and school administrators are highly encouraged to explore ways ELLs can be included in school activities and decisions. The themes found in this study may give insight to school district leaders and to school administrators concerning the behavioral, academic, and motivational concerns they may have about long-term and newcomer ELLs. It is encouraged that researchers conduct further studies regarding factors that can increase motivation and behavioral success in ELLs. Advisors/Committee Members: White, Cameron (advisor), Hutchison, Laveria (committee member), Beaudry, Christine (committee member), McAlister-Shields, Leah (committee member).

Subjects/Keywords: ELL motivation; English Language Learners

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APA (6^th Edition):

-2995-5500. (2018). Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3380

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

Chicago Manual of Style (16^th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Thesis, University of Houston. Accessed August 22, 2019. http://hdl.handle.net/10657/3380.

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

MLA Handbook (7^th Edition):

-2995-5500. “Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School.” 2018. Web. 22 Aug 2019.

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

Vancouver:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10657/3380.

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

Council of Science Editors:

-2995-5500. Motivating English Language Learners: A Study of Teacher Perceptions and Implications for Student Achievement in an Urban School. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3380

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

University of Houston

17. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: Curriculum and Instruction, Department of, 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 (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. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Thesis, University of Houston. Accessed August 22, 2019. http://hdl.handle.net/10657/1894.

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

MLA Handbook (7^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 22 Aug 2019.

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] [Thesis]. University of Houston; 2017. [cited 2019 Aug 22]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation

University of Vermont

18. Brinegar, Kathleen. “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2009, University of Vermont

URL: https://scholarworks.uvm.edu/graddis/30

► As the number of immigrants and refugees grows in the US, the linguistic and cultural diversity that comprises the middle grades classroom continues to increase.… (more)

Subjects/Keywords: Middle school; English language learners

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APA (6^th Edition):

Brinegar, K. (2009). “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/30

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):

Brinegar, Kathleen. ““I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting.” 2009. Thesis, University of Vermont. Accessed August 22, 2019. https://scholarworks.uvm.edu/graddis/30.

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

MLA Handbook (7^th Edition):

Brinegar, Kathleen. ““I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting.” 2009. Web. 22 Aug 2019.

Vancouver:

Brinegar K. “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting. [Internet] [Thesis]. University of Vermont; 2009. [cited 2019 Aug 22]. Available from: https://scholarworks.uvm.edu/graddis/30.

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

Council of Science Editors:

Brinegar K. “I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting. [Thesis]. University of Vermont; 2009. Available from: https://scholarworks.uvm.edu/graddis/30

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

University of Southern California

19. Guerrero, Miguel Angel. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.

Degree: EdD, Education (Leadership), 2010, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715

► The purpose of this case study was to analyze the impact of direct instruction on the academic achievement of 342 High School English Language Learners… (more)

Subjects/Keywords: English language learners; direct instruction

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APA (6^th Edition):

Guerrero, M. A. (2010). An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715

Chicago Manual of Style (16^th Edition):

Guerrero, Miguel Angel. “An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715.

MLA Handbook (7^th Edition):

Guerrero, Miguel Angel. “An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners.” 2010. Web. 22 Aug 2019.

Vancouver:

Guerrero MA. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715.

Council of Science Editors:

Guerrero MA. An evaluation of the impact of direct instruction intervention on the academic achievement of English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336409/rec/715

University of Southern California

20. 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/2372

► 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/2372

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 August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372.

MLA Handbook (7^th Edition):

Greeson, Mary Linda Alvarez. “English learners' performance on the California Standards Test at Aviles Elementary.” 2008. Web. 22 Aug 2019.

Vancouver:

Greeson MLA. English learners' performance on the California Standards Test at Aviles Elementary. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/54113/rec/2372.

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/2372

University of Southern California

21. 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/4227

► 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/4227

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 August 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227.

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. 22 Aug 2019.

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 2019 Aug 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/595015/rec/4227.

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/4227

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

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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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

23. 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 August 22, 2019. 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. 22 Aug 2019.

Vancouver:

Velasquez M. A Case Study of Long Term English Learners in One Middle School . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Aug 22]. 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

24. 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 (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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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

University of Southern California

25. 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 (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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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

26. 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 August 22, 2019. 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. 22 Aug 2019.

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 2019 Aug 22]. 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 Texas – Austin

27. Cook, Matthew Alan, 1975-. A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners.

Degree: Spanish and Portuguese, 2010, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2010-08-1647

► Heeding the call by Firth and Wagner (1997) for a re-analysis of some of the “facts” of modern second language (L2) learning theory and research,… (more)

▼ Heeding the call by Firth and Wagner (1997) for a re-analysis of some of the “facts” of modern second language (L2) learning theory and research, the goals of this present study are to determine if: (1) informal conversations between a NS of English (NES) learning Spanish and a NS of Spanish (NSS) learning English reveal insight regarding the natural use and interaction of the first (L1) and the target language (TL); (2) informal L2 conversations in which the L1 is permitted present opportunities for L2 teaching, learning or socialization; and (3) provided that evidence of possible opportunities for L2 teaching, learning or socialization is found, does this indicate a need for permitting both informal talk and the use of the L1 in the L2 learning context. It was hypothesized that in informal conversations, learners would demonstrate intuitive approaches to L2 learning, teaching and socialization, and that observations of these phenomena could help guide research and pedagogy regarding the L2 learning context. It was also hypothesized that informal language exchanges would demonstrate that when left to intuition, participants would provide quality NS input and modified NNS output for their partners as they alternated between L1 and L2 and between the roles of language teacher and language learner. Previous studies have shown that the ability to control the language being used and the topic being discussed allows learners to access knowledge and linguistic structures that enable them to feel more comfortable using the L2 and less anxious about interacting in L2 conversations (Auerbach 1993; Tomlinson 2001; Lantolf and Thorne 2007). The design of this study was intended to address the concept of bi-directional informal discourse in learner/expert learner/expert pairs (i.e., participants who are each learners of their partners’ L1) and the informal exchange of two languages in the L2 learning context. Although the importance of language learning and use in context have been described since the early 20th century in the work of Vygotsky, and the phenomenon of participant orientation and role-switching has also been examined in recent years, there have been relatively few studies that have looked at the nexus of social talk and reciprocal teaching by pairs of learner/experts as this context interacts with the use of the L1 and the L2 in an informal communication event. Data for the study were obtained from audio recordings of four conversations between pairs of native Spanish speakers learning English and native English speakers learning Spanish with the goal of determining what the participants would teach to one other through the use of informal, unstructured conversation using both the L1 & the L2. In addition, all of the participants completed an exit interview questionnaire on their experience with the interaction as well as their general opinions regarding language learning. The data showed that 7 out of 8 participants did teach (intentionally or unintentionally) both linguistic and extra-linguistic… Advisors/Committee Members: Koike, Dale April (advisor), Hensey, Frederick (committee member).

Subjects/Keywords: L2 learning; L2 use; Spanish learners; English learners

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APA (6^th Edition):

Cook, Matthew Alan, 1. (2010). A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1647

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):

Cook, Matthew Alan, 1975-. “A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners.” 2010. Thesis, University of Texas – Austin. Accessed August 22, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1647.

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

MLA Handbook (7^th Edition):

Cook, Matthew Alan, 1975-. “A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners.” 2010. Web. 22 Aug 2019.

Vancouver:

Cook, Matthew Alan 1. A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1647.

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

Council of Science Editors:

Cook, Matthew Alan 1. A more natural approach to L2 learning and use : informal L1/L2 conversations between English-speaking Spanish learners and Spanish-speaking English learners. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1647

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

Boston College

28. 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 August 22, 2019. 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. 22 Aug 2019.

Vancouver:

Schall-Leckrone L. "From Coursework to Classroom: " Learning to Teach History to Bilingual Students. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2019 Aug 22]. 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

University of Alberta

29. 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 August 22, 2019. 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. 22 Aug 2019.

Vancouver:

Nation JH. Exploring Teachers’ Pedagogy for English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Aug 22]. 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

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: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157831

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):

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. Thesis, Texas A&M University. Accessed August 22, 2019. http://hdl.handle.net/1969.1/157831.

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

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. 22 Aug 2019.

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] [Thesis]. Texas A&M University; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1969.1/157831.

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

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. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157831

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

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Open Access Theses and Dissertations