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dc.contributor.advisorSlate, John R
dc.contributor.committeeMemberMartinez-Garcia, Cynthia
dc.contributor.committeeMemberMoore, George W.
dc.creatorLariviere, Mary
dc.date.accessioned2016-08-12T14:35:58Z
dc.date.accessioned2017-04-07T19:35:30Z
dc.date.available2016-08-12T14:35:58Z
dc.date.available2017-04-07T19:35:30Z
dc.date.created2016-08
dc.date.issued2016-08-12
dc.date.submittedAugust 2016
dc.identifier.urihttp://hdl.handle.net/20.500.11875/29
dc.description.abstractPurpose The primary purpose of this journal-ready dissertation was to determine the degree to which differences existed in extracurricular participation rates among students as a function of status as an English Language Learner. Additionally, the extent to which participation was related to socioeconomic status and length of time in U.S. schools was examined. The secondary purpose of this journal-ready dissertation was to ascertain to what extent participation in extracurricular activities related to English language acquisition, academic performance, and certain behaviors related to school connectedness among English Language Learners. Method A non-experimental, causal-comparative research design was utilized for this journal-ready dissertation. Archival data were obtained from a large district in southeast Texas. Specific information obtained was inclusive of student status as an English Language Learner, student status as economically disadvantaged, student ethnicity, student years in U.S. schools, and course enrollment. In addition, scores on the Texas English Language Proficiency Assessment System, scores on the State of Texas Assessment for Academic Readiness, attendance rates, grade point average, student status for honor roll, and number of disciplinary infractions were analyzed as a function of extracurricular activity participation. Results Revealed in the analyses was that English Language Learners did not engage in extracurricular activities at a rate that was comparable to their English proficient peers. Further, economic status and length of time in U.S. schools was not related to participation among English Language Learners. Participation in extracurricular activities was also not related to progress toward or attainment of language fluency. However, participation in extracurricular activities was statistically significantly negatively related to reading and mathematics achievement for English Language Learners. For all of the school connectedness factors examined (i.e., student grades, student attendance, and student discipline), statistically significant relationships were present for English Language Learners who participated in extracurricular activities. Results were not congruent with the extant literature regarding extracurricular activity participation and school performance. Suggestions for future research, as well as implications for policy and practice, were provided.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectExtracurricular Activities, School Connectedness, English Language Learner, Limited English Proficient, Second Language Acquisition, School Involvement
dc.titleEXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE
dc.typeThesis
dc.type.materialtext
dc.date.updated2016-08-12T14:35:59Z


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