Browsing by Subject "ELL"
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Item A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers(2012-07-16) Shin, Jee YoungThe purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young children, as well as the kinds of interactions between families and teachers that supported ELL children's literacy development. The sample for this study consisted of four Korean ELL students attending public early childhood programs in Texas, their teachers and families. A constructivist grounded theory-based approach to data generation was employed, utilizing a wide variety of data collection methods such as questionnaires, interviews, observations, photography, field notes, and video recording. Grounded analysis, content analysis, and narrative analysis were then used in order to analyze the data. The case analysis showed that the parents and teachers did their best using their own resources within their own contexts. However, their educational goals and practices were not noticed or shared by each other. The families' and teacher's challenges and limited resources resulted in the creation of invisible expectations of the other parties. However, by watching video clips about literacy practices and reading handouts about each person's literacy values, goals, experiences, and photo projects, the families and teachers recognized each other's literacy resources, negotiated different expectations, and mediated communication channels to facilitate ELL children's literacy development. In the cross-case analysis, one major theme emerged: the search for understanding two different social and cultural contexts to find an overlapping resource to support ELL children's literacy learning. In detail, the more sophisticated emergent description of literacy support of the Korean family participants was provided through the lenses of the sociocultural approach, bidirectionality, and intergenerational trajectories. With regard to the construction of literacy by the teacher participants, I found that behind their support is their own perception of a bilingual child: monolingual viewpoint vs. bilingual viewpoint. Furthermore, the teachers' bilingualism was related to parental involvement in the school curriculum. The analysis then found an overlapping resource to use to enhance ELL students' learning: the practice of classroom book reading. Finally, recommendations for future applications of the Intergenerational Literacy Connection (ILC) model and some future directions for research are also discussed.Item Academic achievement outcomes of former English-language-learners in Texas(2011-05) Ren, Han; Cawthon, Stephanie W.; Rude, Stephanie S.Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment. Spanish speaking, Hispanic ELLs represent a large proportion of this population. The long-term academic achievement of these ELLs identified in elementary is not well known, especially under the policy changes of No Child Left Behind. Using Hierarchical Linear Modeling, this study compares student achievement, as measured by high-stakes testing, of Hispanic ELLs enrolled in Bilingual Education, English as a Second Language, and their non-ELL, demographically similar peers. Data will be examined at four time points spanning 3rd-9th grade, to suggest implications of Texas educational policy on student achievement.Item Adult Female English Language Learners: Investment, Identity and Benefits(2013-07-31) Wharton, AnnaELLs are a growing community in the United States and their learning needs are significantly different from younger learners, collegiate ELLs or Adult Basic Education students. Additionally, adult female ELLs have their own needs and motives for investing in the English language. This study explores the self-recounted experiences of three adult female English language learners? (ELLs) motivation for investing in English language learning, their identities and the benefits gained in a nonacademic learning setting in Texas. Data for this study was gathered using a background questionnaire, individual interview, group interview and in-class observation using an instrument that looks for visible markers of investment. First, each participant?s investment and identity are analyzed with regard to how the two intersect and influence each other throughout the language learning experience. Second, investment and benefits are examined and presented to demonstrate before and after pictures of the participants? experiences learning English, asking, ?Have the learners gained what they sought to gain?? and ?Is it worth it?? Findings substantiate prior research on the influence that investment and identity have on each other in language learning, while also clearly demonstrating the explicit relationship between investment and benefits. The study concludes with an understanding that adult educators must recognize the individuality of each adult learner and her circumstances.Item An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test(2013-03-27) Musa, AhlamThe content area of social studies has not been given as much attention as its counterparts despite its inclusion in the state wide TAKS exam in Texas. All students in grades 8, 10, and 11 are required to take the social studies portion, and must pass it in order to graduate. The consequences of such a test and the importance of social studies in the everyday lives of students make this content area important. In addition, since ESL students constitute a considerable segment of the student population in our schools nowadays, it is essential that educators understand the challenges these students face and the experiences they go through in such content areas and tests; thus, their performance in the TAKS exam is examined in this study. The purpose of this study was to analyze the performance of ESL students in the social studies TAKS exams in grades 8 and 11 in relation to content (represented by the five objectives of the test), and question item format (limited to two text-enriched question types: excerpt-based, and bullet-point questions). The study also sought to find the effects of demographic variables on student performance. The results of the study can further familiarize educators with the challenges ESL students face in social studies to be able to assist them succeed in their classrooms and on standardized tests. This study utilized secondary data analysis with a set of data provided from the Texas Education Agency. The data included information of the students who took the Spring 2003, 2006, and 2009 social studies TAKS exams, which allowed the researcher to conduct longitudinal analysis to further support the results. Overall, the study was non-experimental and descriptive in nature. A statistical significant difference was found between the percentages of correct answers by objective. ESL students performed better on objectives 3 (economics) and 5 (social studies skills), while lagging behind in objective 1 (history). The results were also confirmed in the longitudinal study that showed that although ESL students? performance increased in all five objectives, there was statistically significant difference in the performance of ESL students among the objectives. In relation to question type, ESL students chose more correct answers for the bullet-point questions than they did for the excerpt-based questions with statistical significance. Longitudinal analysis of excerpt-based questions only showed that ESL students who took the exam in 11th grade three years after taking it in 8th grade, achieved higher. Finally, the results of the study show that the three demographic variables of gender, ethnicity, and socio-economic status had an effect on the performance of ESL students. Overall, males scored higher than females, economically non-disadvantaged students outperformed disadvantaged students, and Hispanic ESL students had the lowest scores of all the ethnic groups.Item Content-area instruction and teacher professional development : addressing secondary English language learners' academic and linguistic needs(2012-05) Thompson, Kirsten June; Callahan, Rebecca M.; Horwitz, ElaineEnglish language learners (ELLs) are the fastest growing group of learners in U.S. schools. In recent years, much of this growth has occurred in parts of the U.S. with historically smaller immigrant populations. Secondary ELLs in particular are entering middle and high schools that are often underprepared and ill-equipped to meet these students’ academic and linguistic needs. In addition to learning social English, ELLs must also master the academic language and content necessary to succeed in their content-area classes. This report reviews current research on content-area instruction in math, science, and social studies for secondary ELLs. More specifically, within each content area, key findings are summarized from articles that address the following topics: the linguistic challenges of learning content for ELLs; the implementation of pedagogical approaches to teaching content to ELLs; and teachers’ challenges and needs. The report concludes with recommendations for pedagogy, practice, and professional development as well as suggestions for future research.Item Curriculum-based measurement in writing : predicting success and estimating writing growth for English language learners and Non-English language learners(2011-12) Porterfield, Jennifer Allison; Bryant, Diane Pedrotty; Falcomata, Terry S.; Ortiz, Alba A.; Rieth, Herbert J.; Roberts, Gregory J.Curriculum-based measurement in writing (CBM-W) has been proposed as a means of screening general education and special education students for writing difficulties and as a tool for monitoring the progress of struggling writers. CBM-W involves the administration of multiple probes of equivalent difficulty over time to monitor student progress toward academic standards (McMaster & Espin, 2007). The purpose of this study was to determine the technical adequacy of multiple CBM-W measures and how well the measures predicted writing performance. Additionally, this study examined how well CBM-W measures predicted student growth in writing over time. This study also extended the work of previous research by including a sample of 5th grade Hispanic students (n = 167), including English language learners (ELLs), former ELLs who were being monitored, ELLs with disabilities, and non-ELLs. Students were given story starters and completed narrative writing samples that were scored using words written (WW), words spelled correctly (WSC), correct word sequences (CWS), and correct minus incorrect word sequences (CIWS). The criterion measure was the Test of Written Language, Fourth Edition (TOWL-4). Results indicated inconsistent alternate-forms reliability for WW and WSC, and high alternate-forms reliability for CWS and CIWS. CWS and CIWS were the best predictors of one-time writing performance on the TOWL-4 for the overall sample, ELLs, former ELLs on first year monitor status, and ELLs with disabilities. CBM-W was not a significant predictor of student growth over time for most scoring procedures. However, a promising finding is that the scoring procedure of CWS was a significant predictor of student growth for the overall sample and for former ELLs on first year monitor status. Limitations, practical implications and future research will be discussed.Item Enhancing reading comprehension in upper-elementary English language learners : a review(2012-05) Nowadly, AmandaJoe Sullivan; Peña, Elizabeth D.; Sheng, LiThe effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing.Item How problem solving reasoning of third-grade students differs between English Language Learners and non-English Learners(2016-08) Urrutia, Vanessa Ysabel; Powell, Sarah Rannells; Cooc, North; Bryant, Diane P; Barnes, MarciaThis study examined the problem solving reasoning abilities of third-grade students, characterized as English Language Learners and non-English Language Learners. Data were collected under the current longitudinal study, University of Texas at Austin (UT) Word Problem Project, conducted by special education faculty at the UT. This study started in 2015 and currently is in progress through 2019. Participants were served in third-grade classrooms across the local school district. As a part of the UT Word Problem Study, students were audio recorded when administered pretest assessments as baseline for the study. The current study transcribed the audio files to determine if English Language Learners approached math problems and solved math problems differently, as compared to non-English Language Learners.Item Inclusion of English language learners in conversion small schools(2009-05-15) Plett, Bethany JoySmall school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been funded by The Bill and Melinda Gates Foundation as well as by the Coalition of Essential Schools (CES). The Coalition of Essential Schools is a network of small schools that adhere to similar educational ideologies such as the desirability to provide inclusive educational environments. CES promotes inclusion as a means to equitable and democratic education. This study explains the tensions the philosophy and practice of inclusion has produced concerning English language learner (ELL) programs in conversion small schools. This study investigates (a) the ways in which ELL programs in conversion small schools have supported inclusive education, (b) the ways small school inclusion has affected ELL programs, and (c) the impact inclusion philosophy in conversion small schools on inclusive and equitable instruction for ELL students. Through a multi-case qualitative study including interviews and observations, the contexts for the ELL programs in three different conversion schools are investigated and described. The data shows that none of the ELL programs investigated have been able to fully support instructional inclusion either due to a lack of belief in the efficacy of inclusion or a lack of resources. Small school inclusion has affected ELL programs differently in each school. At one school, the ELL program felt almost no effects of the conversion. At another, the program is radically different than previous to the conversion. Third, inclusive and equitable instruction for ELL students in conversion small schools, even in the best case, is happening only in some classes. Due to a lack of resources, no ELL program has been able to implement inclusion as a programmatic reform. Finally, the impetus to involve ELL students in inclusion programs is highly influenced by special education policies rather than by legislation overseeing ELLs. The study concludes that inclusion is understood and practiced differently at each site. At the sites where any type of inclusion was practiced, teachers reported that inclusion provided ELL students with more social than academic benefits.Item Reading comprehension predictors and interventions for bilingual adolescents : a review of best practices(2016-05) Hubbard, Emma Lee; Booth, Amy; Sundarrajan, MadhuEnglish language learners (ELLs) comprise a large and growing portion of the United State’s school population. Many ELLs experience difficulty acquiring English reading comprehension. These deficits grow larger as students age due to the Matthew effect and can contribute to significant difficulty accessing the educational environment. This review addresses the skills that contribute to reading comprehension outcomes to identify the key predictors of reading comprehension outcomes for bilingual adolescents. Vocabulary, syntax, and facility in managing cross-linguistic factors emerge as the linguistic skills most directly correlated to reading comprehension abilities. This review concludes by addressing best practices in intervention within these three areas to identify evidence-based approaches to mediate reading comprehension deficits in adolescent ELLs.Item The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success(2015-03-31) Lozano, AugustinaThe purpose of this qualitative study is to challenge the general beliefs and labels often associated with Latina/o immigrant students, especially unauthorized students, to give a voice and meaning to the thousands of unauthorized students walking the halls of Texas public schools, to understand the experiences of one unauthorized Latino immigrant student, and to add to the discussion regarding current policies and practices in effect for Latina/o immigrant students. A life narrative inquiry method was used in this study. Data were collected through five interviews conducted with the primary subject, one interview conducted with both of his parents, and one interview conducted with the subject?s high school principal. The purpose of each interview was to gain insight into the subject?s academic experiences as traversed within the socialized structures of a public school district. The interviews were audiotaped, translated into English as needed, and then transcribed by two third party members. Data were also collected through the subject?s academic records provided by the subject. This study began with one recurring question: What are the academic experiences of one unauthorized Latino immigrant student as traversed within the socialized structures of a public school system? The study was framed by one theoretical framework, racial opportunity cost (ROC). Data were analyzed using critically reflective analysis. The subject?s life narrative is presented in eight vignettes that offer an in-depth view of his experiences coupled with my personal reflections and knowledge of the subject?s story. The use of ROC as the theoretical framework impacted this study foremost by allowing the cultural viewpoints the subject experienced as truth and draws attention to school culture as having a significant impact on the academic experiences of Latina/o immigrant children. Two conclusions were made from this study. First, Latina/o immigrant youth primarily require social-emotional support above academic support, and secondly, well-prepared teachers are warranted to ensure the academic success of Latina/o immigrant youth. Recommendations for future research lend themselves toward further research from both immigrant students and their parents? perspectives regarding their experiences in public school, policy regarding Latina/o immigrant youth, and educational leadership development.Item The Effects of Rhetorical Reading Interventions on the Reading and Writing Performances of Students Enrolled in College Composition Classes(2011-02-22) Sanchez, Bernice Y.The purpose of the study was to determine the impact of rhetorical reading interventions on ELL and dominant English speaking college students' perceptions of reading-writing connections, reading performances as measured by the Accuplacer Reading Test, and writing performances as measured by a holistic rubric. ELL, as defined here, refers to a student who is in the process of acquiring English and has knowledge of a first language other than English. The researcher applied a quasi-experimental comparison and treatment group post test design that included four composition classes. The independent variable was the rhetorical reading intervention. The dependent variables included: student reading- writing connection surveys, the Accuplacer Reading Test, and student generated essays. The rhetorical reading intervention applied focused on constructing awareness of an author?s purpose, context, and effect on audience (reader. Reading performance scores for the comparison group indicated an observed change in the mean score from pre-test to post-test of 0 .17. The observed change in the mean score from pre to post test performance for treatment group participants was 9.16. Repeated measures ANOVA test yielded a main effect for pre-post reading performance scores across groups, F (1,70)=16.153, p<.05. Results indicated that comparison group participants displayed minimal change between the pre and post Accuplacer Reading scores; while, treatment group participants reading scores increased significantly. Writing performance scores for the comparison group indicated an observed change from pre-post scores of .74. An observed change was indicated from pre-post scores of 1.02 for treatment group subjects. A repeated measures (ANOVA) test within groups yielded a main effect for pre-post writing performance scores across all groups, F(1,70)= 60.327, p<.05. The greater increase for the treatment group suggests that rhetorical reading interventions had an enhanced positive influence on writing performance scores. The analyses reported suggest varying degrees of the effects, on both reading and writing, the integration of reading with specific rhetorical guidelines appeared to maximize not only the connections between reading and writing, but also provide students opportunities to apply critical thinking skills when reading like a writer. The study provides noteworthy insights for educators in the areas of ELL instruction at the college level and provides information that facilitates bridging the achievement gap between dominant English speakers and ELL students.