Browsing by Subject "English language learners"
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Item A third grade bilingual teacher's knowledge and practices for developing reading comprehension(2014-09-29) Guerra, MiriamItem Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom(2014-12) May, Melissa Ann; Callahan, Rebecca M.This report discusses the current climate within mainstream content–area classrooms for English language learners (ELLs), and how academic and linguistic supports can improve the success of ELLs in school endeavors. The first section of this paper highlights these four aspects of instruction: comprehensible instruction, academic rigor, culturally relevant pedagogy, and teacher/student relationships, in order to create an academically and linguistically supportive classroom. The second section translates research and theory into practice, providing activities that promote both academic and linguistic development for all students by involving listening, reading, writing and speaking instruction.Item An analysis of informal reading inventories for english language learnersBoatright, Carmen Ramirez.Item An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas(Texas A&M University, 2007-09-17) Contreras, Diana LinnThis study examined the representational patterns of English language learners receiving special education services in school districts in South Texas. Additionally, this study identified school district characteristics that were related to the probability that an English language learner might be placed in special education programs. Data were collected from the Texas Education Agency'????????s Performance-Based Monitoring Analysis System 2004-2005 and Academic Excellence Indicator System for the 2003-2004 school year. Composition indices, risk indices, and relative risk ratios were calculated and reported for each of the school districts in Education Service Centers I (Edinburg), II (Corpus Christi), and XX (San Antonio) in the State of Texas (N=110). Pearson product-moment correlation coefficients were calculated to determine the direction and strength of the relationship among odds ratios and school district characteristics. These characteristics included total student enrollment, percentage of poor/underserved students, percentage of Latino students, percentage of English language learners, percentage of Latino teachers, and percentage of students in bilingual/English as a second language programs. Results indicated that English language learners in school districts in South Texas were more than twice as likely as their non-English language learner counterparts to receive special education services. Additionally, inverse relationships were documented for odds ratios equal to or greater than 2.00 and the school district characteristics of percentage of poor/underserved students, percentage of Latino students, percentage of English language learners, percentage of Latino teachers, and percentage of students in bilingual/English as a second language programs. It was concluded that there was an overrepresentation of English language learners receiving special education services in 77% (N=85) of the school districts in South Texas.Item Bilingual language literacy intervention : vocabulary naming and definitions(2011-05) Baca, Jessica Anna; Pen̋a, Elizabeth D.; Bedore, LisaThe current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress. Results revealed that vocabulary increases did not occur until the second half of the intervention (e.g. week six or seven). LBI shows promise to be successful for increasing vocabulary skills in ELLs with SLI.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 Cross case analysis of three middle school mathematics teachers(2014-09-29) Quiroz, SandraItem 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 The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability(2011-05) Pettit, Sarah Michelle; Carlson, Cindy I., 1949-; Sander, JanayThis study looks at two methods of identification for a specific learning disability in reading – Response to Intervention and Discrepancy Testing – and examines their efficacy with English Language Learners (ELL). A McNemar chi square analysis will be used to compare the outcomes of the two methods. Additionally, a multiway contingency table will be constructed and the association between English as a First Language (EFL)students and ELL students will be determined by using a conditional odds ratio. It is expected that both methods of learning disability testing will have difficulty distinguishing between a learning disability in reading and a language acquisition problem. The results will help prevent the misplacement of ELLs into Special Education.Item Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study(2011-05) Slade, William Staughan; Palmer, Deborah K.; Callahan, RebeccaTwo-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may or may not promote equitable education and learning. This research analyzes the actions and interactions of a group of first grade students to address how community develops during the first semester of implementation of a TWI program. Theoretical notions of figured worlds and communities of practice frame the analysis of ethnographic data to provide insight into the complex social and pedagogical dynamics of this setting 1) through conversations with teachers, 2) through observations of teacher-student interactions during teacher-centered activities, and 3) through observations of students interacting with less teacher presence. Findings describe the teachers’ discourses about their students, which centered on issues of equity and dismantling language status hierarchies. The findings also describe practices that the teachers themselves frame as promoting unified, equitable communities; however, analysis was mixed in finding that certain practices appeared to promote unity within the classroom and others appeared to reinforce divisions among students. Key findings also confirm the results of other researchers regarding the positioning of initially bilingual students in TWI as “dual language experts.” This study notes some ramifications of teaching practices and aspects of the specific 50-50 TWI model for the entire community of learners, which, while elevating balanced bilinguals may marginalize English learners and Spanish learners.Item Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms(2012-11-21) Zannou, YetundeIn Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.Item High school English learners and college-going : three stories of success(2011-05) Moon, Daniel Louis; Callahan, Rebecca M.; Sardegna, Veronica G.Recent research suggests that the college-going trajectories of English language learners (ELLs) may be improved by focusing on their academic abilities rather than their English limitations; that ELLs are capable of high-track, college preparatory coursework. Most research draws on feedback or observations of current high school students. This qualitative study uses semi-structured interviews to elicit retrospective perspectives of three Latina college students placed in English as a second language (ESL) during high school. These three former ELLs were able to navigate from ESL courses to higher-track, advanced placement (AP) courses, which prepared them for college. Results suggest that relatively short times spent in ESL may positively influence ELLs’ access to college preparatory coursework and integration with native English speaking (NES) peers who possess college-going social capital. Results also suggest that ELLs’ perceptions of teachers’ high expectations and college-going assistance may provide important social capital facilitating ELLs’ access to higher-tracks and college.Item High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District(2011-08-08) Acosta, SandraThe purpose of this study was to examine: (a) the methodological quality of current research on English Language Learners (ELL) in the areas of high-stakes testing and oral language as a component skill of reading performance, (b) the association between oral language and reading performance in third grade Hispanic ELLS, and (c) the impact of instructional program model on ELLs? oral language development. Two parallel systematic reviews were conducted searching CSA, Ebsco and Wilson electronic databases for empirical studies conducted in the U.S. and published in peer-reviewed journals in English. In study one, ELLs and high-stakes testing, eleven reviewed studies (N=11) met the inclusion/exclusion criteria; while in study two, ELLs and oral language, twenty-three reviewed studies (N=23) met the inclusion/exclusion criteria. Abstracted studies were evaluated using a 10-criteria matrix, and a methodological quality score was assigned.Item Implementing effective school practices for secondary English language learners : implications for leaders(2013-05) Hester, Debra Cantu; Cantú, Norma V., 1954-In 1999, Texas Legislature mandated the Student Success Initiative to ensure all eighth grade students are on grade level in reading and mathematics. Although progress is evident, the achievement gap for English language learners remains. The purpose of this case study was to explore effective school practices that lead to closing the achievement gap. This qualitative study applies the two core functions of leadership for exercising influence and providing direction to answer the research question: How do the core functions of school leadership practices for implementing the Student Success Initiative requirements vary between English language learners and non-English language learners in high and low-performing middle schools? The comparison between the high-performing school and low-performing school brought forth key findings and identifies school practices for supporting secondary English language learners. The key findings for exercising influence on teachers were: 1) Effective school practices that influence teacher knowledge on how to identify students and their needs include: a) conducts a needs assessment.; b) analyze data; c) create differentiated ESL programs, d) place diverse groups of ELLs in differentiated ESL programs. 2) Effective school practices to influence teachers how to intervene include: a) accept teacher input and follow through on requests when planning interventions, b) target intervention needs; c) create differentiated interventions. 3) Effective school practices to influence teachers how to monitor include: a) analyze multiple types of data, b) measure student reading growth; c) measure student language proficiency, d) conduct walkthroughs to observe students. The key findings for providing direction to teachers established the following practices: 4) Effective school practices to provide direction to identify students and their needs include, a) develop and implement a school wide intervention plan, b) create a master schedule to implement differentiated ESL programs; c) model how to disaggregate data, d) develop and implement an individual plan for ELLs. 5) Effective school practices to provide direction to intervene include: a) assign ESL teacher to intervention groups, b) use data to drive intervention planning, c) measure growth in language and literacy, d) provide daily interventions, e) integrate language and literacy interventions in lessons. 6) Effective school practices to provide direction to teachers for monitoring include: a) measure growth of literacy and language development, b) triangulate multiple types of data, c) review intervention lessons during walkthroughs, e) provide daily interventions specific to student needs.Item Improving Teaching and Learning for English Language Learners(2010-07-14) Kandel, Brooke E.While there has been tremendous growth in the numbers of Hispanics and English language learners (ELLs) in our public schools, there has been a lack of educational opportunities offered to these students resulting in low educational achievement and attainment. Additionally, increases in the linguistic and cultural diversity of the student population have not been accompanied by diversification of the corps of teachers and many teachers who serve ELLs are not certified or prepared adequately to meet the linguistic and academic needs of second language learners. This context, in which the potential of our nation's ELLs is not being met by our education system, calls for research focusing on the education of ELLs. The three studies that constitute this dissertation address two critical areas, reading and mathematics, by documenting the cognitive reading strategies that middle school Hispanic ELLs utilize and evaluating professional development activities for teachers of ELLs. The mixed methods studies used student self-report data from the Reading Strategies Questionnaire (RSQ) as well as observational and survey data from a professional development program. Means and standard deviations were reported from the RSQ. Data from the observations of the professional development program were coded to determine the topics that were addressed in the program. Results from the RSQ indicate that Hispanic ELLs, in general, do not consistently adopt a strategic approach to reading in English. Additionally, while professional development is one avenue to improve the instruction that Hispanic ELLs receive, results from the observations indicate that teachers receive professional development of limited quality and that little of the professional development is connected to instruction for ELLs. Findings from this series of studies can be utilized to inform reading instruction for ELLs and to enhance professional development opportunities for teachers of ELLs.Item Job-embedded professional development in reading for teachers of English language learners(2013-08) Cavazos, Hermelinda Ortiz; Linan-Thompson, Sylvia, 1959-; Ortiz, Alba A.The purpose of this study was to examine the effects of job-embedded professional development, with coaching, on teachers' of ELLs content knowledge and instructional practice in the area of reading and how teachers perceived this type of professional development. Professional development in reading was provided to first grade teachers of English Language Learners at one urban elementary school. The following research questions guided this study: (a) How does job-embedded professional development in reading influence individual teacher's knowledge about reading instruction for English Language Learners? (b) How does job-embedded professional development in reading influence individual teacher's reading instruction for English Language Learners? (c) How do teachers perceive a job-embedded approach to professional development in reading instruction? This study employed a mixed methods design using both quantitative and qualitative data to allow for a comprehensive examination of the phenomenon from various perspectives. Results indicate that teachers changed their content knowledge and instructional practices, and perceived the training as beneficial. Job-embedded professional development offers an effective method for delivery of professional development to teachers of ELLs that meets their diverse learning needs and varying levels of content knowledge and experience.Item Minimal pair therapy as a method of improving oral English proficiency among non-native English language learners (ELLs)(2016-05) Long, Leah Rose; Davis, Barbara L. (Barbara Lockett); Franco, Jessica HetlingerAccent modification is an area of speech-language pathology that does not have extensive research to support specific therapy methods for improved oral English proficiency and communication. The purpose of this study was to assess whether minimal pair therapy (Weiner, 1981), a well-researched method for articulation intervention for children, could yield increased articulation accuracy and improve overall oral English proficiency in adult English language learners (ELLs). Three participants with varying demographic, linguistic and academic profiles were selected to participate in the study. Each participant received 14-15 hours of individual minimal pair therapy. Post-intervention measures revealed improved percent consonants and vowels correct across all three participants and improved self-perception of English proficiency in one out of three participants.Item Problem-solving team deliberations in a response to intervention framework about struggling Latino English language learners in early primary grades(2013-12) Takakawa, Nara Nami; Sorrells, Audrey McCrayResponse to Intervention (RTI) is a multi-tiered framework that focuses on the early identification and support of students who are struggling to learn. In the problem-solving model of RTI, where a multidisciplinary team uses data to drive decision making, much remains unknown about how RTI should be implemented when struggling English language learners (ELLs) are the focus of team deliberations. The development of the multidisciplinary problem-solving team (PST) is grounded in the assumption that professionals from different disciplines such as school psychology, special education, and counseling would make less biased decisions than a single individual. However, a group of professionals may still make biased decisions based on stereotypes of ethnicity (Orosco, 2010), social class (Knotek, 2003), and inadequate knowledge of second language acquisition and bilingualism (Orosco, 2010). Not much is known about the process of team decision-making; in fact, no research to-date has examined how a PST deliberates about struggling ELLs. A qualitative case study approach was utilized to investigate how one school’s multidisciplinary problem-solving team used data in their deliberations about struggling ELLs in early primary grades. Ten members of a PST at an elementary school in an urban area of Texas participated in this study; seven ELLs were the focus of the observed team meetings. Data were generated from the discourse of the team meetings, interviews, and school documents, including students’ cumulative folders and language proficiency assessment records. Data were analyzed using discourse analysis, content analysis, and pattern-matching logic. Findings revealed that the Tier 3 problem-solving process was not aligned with the district’s expressed intent. In addition, a hierarchy of control constrained the problem-solving process and restricted the PST’s ability to freely discuss the cases of struggling ELLs. Implications for implementing RTI with ELLs and suggestions for future research are presented.