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A Mixed Methods Study Of English Language Learners Academic Achievements In A Spanish Immersion School
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Book Synopsis A Mixed-methods Study of English Language Learners' Academic Achievements in a Spanish Immersion School by : Ibtihal Dawood Salman
Download or read book A Mixed-methods Study of English Language Learners' Academic Achievements in a Spanish Immersion School written by Ibtihal Dawood Salman and published by . This book was released on 2017 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learners (ELLs) represent the fastest growing population in the public-school community in the United States (U.S.), where their academic achievements lag behind their native English-speaking peers. English Language Learners’ academic achievement gap has raised a challenging issue for U.S. educators. A convergent parallel mixed-methods study was conducted to 1) compare English Language learners’ academic achievements (mathematics and English Language Arts [ELA] scores) to non-ELLs’ academic achievements (mathematics and ELA scores) in a one-way Spanish immersion school in the Midwestern United States; 2) examine the impact of using Spanish as an instructional tool on English Language Learners’ (ELLs) academic achievements who are admitted in a Midwestern Spanish language immersion school; 3) investigate how teachers perceive the effectiveness of Spanish language instruction on students’ achievement and more specifically, ELLs; 4) assess the one-way immersion program’s ability to assist ELLs’ performance by using their first language and achieve better academic advancement compared to non-ELLs. The results of this convergent parallel mixed-methods study explained that there was no significant difference between ELLs and non-ELLs of mathematics and ELA scores. ELLs in a one-way immersion school perform similarly to their non-ELLs in measure of mathematics and ELA. Based on the results of this mixed-methods study, all teachers confirmed that it was an excellent idea to use ELLs’ first language as an instructional tool. They insisted that L1 represented a great benefit for ELLs who learn through their L1. Also, ELLs can develop their first language besides acquire English as a second language.
Book Synopsis Exploring the Road to Acquisition of Target Language Proficiency in Dual Language Immersion Program by : Esther Calante
Download or read book Exploring the Road to Acquisition of Target Language Proficiency in Dual Language Immersion Program written by Esther Calante and published by . This book was released on 2017 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods case study investigated the acquired levels of Spanish language proficiency of first graders at one school, while considering the contributing factors of their language acquisition in a one-way immersion program. The three research questions that guided this study: (a) How are students acquiring academic proficiency in the target language at grade level? (b) How are students acquiring social proficiency in the target language? (c) What are the contributing factors of the levels of language acquisition? The subjects chosen to participate in this study included 16 English speaking students, the students' Spanish teacher, and 16 parents of students in the first grade immersion class. The data collection methods were comprised of interviews, observations, related documents, pre-assessment and post-assessment scores, and surveys. The results and analysis of this study determined that the students in the first grade Spanish immersion are acquiring academic and social Spanish language through the implementation of multiple types of strategies used in and out of the classroom setting. In addition, the findings concluded several contributing factors that fostered this development of language proficiency. The findings have led to further improve the Dual Language Immersion Magnet Program in Southside School District for the fulfillment of this mission.
Book Synopsis Case Study of ELL Achievement and Best Practices in Dual Language Immersion Programs by : Eric Loe
Download or read book Case Study of ELL Achievement and Best Practices in Dual Language Immersion Programs written by Eric Loe and published by . This book was released on 2018 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language is the primary form of communication in education. A solid understanding of the language being used in the classroom is a fundamental component in the success of any student. How can schools address the needs of students in the classroom who are not familiar with the primary language? This study looks at one possible solution, Dual Language Immersion, sometimes referred to as Bilingual Education. Dual Language Immersion provides academic instruction in both the primary language of the general school population, as well as the Native Language of the student. The researcher combined a quantitative analysis of the academic achievement of English Language Learners (ELL) in Dual Language Immersion programs with a qualitative analysis of best practices and challenges regarding the successful sustaining of a program at a school site. This study is limited in scope and is meant to be a preliminary resource for educators exploring the desirability and viability of implementing a Dual Language Immersion program at their site. Larger scale studies are needed to provide greater insight into the achievement possibilities for participants in Dual Language Immersion programs and further study is necessary to pinpoint the needs of specific populations within the model.
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Book Synopsis An Examination of Spanish Language Achievement, Use, and Attitudes in a Dual Immersion Setting by : Paul M. Cerón
Download or read book An Examination of Spanish Language Achievement, Use, and Attitudes in a Dual Immersion Setting written by Paul M. Cerón and published by . This book was released on 2016 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this mixed-methods case study was to examine the Spanish language achievement, classroom use, and language attitudes of 4th and 5th grade students and their teachers in a dual immersion setting in a large urban school district in Southern California. Through classroom observations and participant interviews, qualitative data was analyzed to explore the implementation of dual immersion at three elementary school sites. Quantitative analysis of Spanish language assessment results in reading and mathematics from four dual immersion elementary sites allowed for the exploration and description of students' Spanish language achievement within the district.
Book Synopsis Educating English Language Learners by : Fred Genesee
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Book Synopsis The Perspectives of High School Latino English Language Learners on Academic Achievement by : Italo F. Rossi
Download or read book The Perspectives of High School Latino English Language Learners on Academic Achievement written by Italo F. Rossi and published by . This book was released on 2020 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research method study investigated the perspectives of high school Latino English language learners (ELLs) on academic achievement. This study explored the following research question: According to Latino ELLs, what accounts for their persistence to stay on track to meet the requirements for high school graduation? The theoretical framework of Self-Determination Theory (SDT) was utilized to help guide and analyze the data from students' voice. Four major themes emerged from student interviews: Positive Mindset, Academic Support, Sense of Belonging in the School Community, and Student Readiness. These findings supported the importance for students to maintain a positive attitude in school, have classroom resources that can provide academic support, feel welcome within their learning environment, and have space and time to develop as ELL students. Recommendations were made for teachers, academic school counselors, school communities, and for further research.
Book Synopsis Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency by : Maria Dolores Cervantes-Kelly
Download or read book Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency written by Maria Dolores Cervantes-Kelly and published by . This book was released on 2010 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both English and Spanish by Heritage Language Learners of Spanish (HLLS). The subjects of the quantitative part of the study were 24 participants who were from six high schools with a large number of minority students. These high schools were located in Tucson and Nogales, Arizona. The participants in the qualitative part of the study were six case study students, chosen from the whole group. The participants were enrolled in the 2006 annual 3-week Professional Language Development Program (PLDP), held in July at the University of Arizona. The PLDP's additive teaching translation and interpretation model engaged the participants in learning by not only the novelty of practicing real-life, challenging exercises in class, using their unique cultural and linguistic skills, but also by the dynamic collaborative learning environment. The improvement in the participants' academic language proficiency was assessed through individual interviews of six case study participants, their high school teachers, and the two PLDP instructors. The use of translation and interpretation to improve the HLLS's academic English (and Spanish) stands in stark contrast to the subtractive teaching English-as-a-Second-Language model that promotes English fluency at the expense of the heritage language. The study, therefore, expands research on minority HLL's cultural capital that is not utilized in American education, where limiting the use of bilingual education for English language learners is the norm. The success of the program was demonstrated by the students' newfound appreciation for their heritage language and culture, academic learning, motivation for higher education, and statistically significant gains in Cognitive Academic Language Proficiency (CALP; Cummins, 2000).
Book Synopsis Factors Influencing the Referral of English Language Learners Within an International Elementary School by : Janet Helmer
Download or read book Factors Influencing the Referral of English Language Learners Within an International Elementary School written by Janet Helmer and published by . This book was released on 2007 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Promoting Academic Success with English Language Learners by : Craig A. Albers
Download or read book Promoting Academic Success with English Language Learners written by Craig A. Albers and published by Guilford Publications. This book was released on 2015-08-31 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Book Synopsis Long-term English Learners' Middle School Stagnation by : Berlinda Helen Akao
Download or read book Long-term English Learners' Middle School Stagnation written by Berlinda Helen Akao and published by . This book was released on 2019 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a strong need to provide instructional support for long-term English learners throughout California. Every year English learners (ELs) and long-term English learners (LTELs) are faced with taking the English Language Proficiency Assessment of California (ELPAC); the results of which cause many to remain in English Language Development classes for years and they continue to have poor academic performance in all content areas, especially in reading. On average, only 14% of (LTELs or ELs) meet the academic and English language criteria to be reclassified as English proficient annually. The daunting expectations are a problem for California school districts because ELLs and LTELs compose a large segment of the student population in kindergarten through twelfth grades. For this study, a mixed-method research design was conducted at a middle school in Southern California to determine why the reading ability of LTELs stops progressing or stagnates. Qualitative research was conducted and data was collected by interviewing twenty-one LTELs in middle school. Semi-structured questions were developed to determine how they perceived their reading abilities. In addition, student archival records were used to analyze academic performance on the California Assessment of Student Performance and Progress (CAASPP) state testing and English Language Proficient Assessment for California (ELPAC). Furthermore, quantitative research was conducted via a confidential survey. The quantitative research was used to analyze teacher perceptions about English language learner instruction and assessment. The results indicate that the LTELs in this study have struggled academically since they began as kindergartners in California schools. From the students' perceptions, their primary language was English, in which student participants should not have been placed in English BARRIERS FOR LTELs Language Development class in the first place. Though Spanish was spoken in the home, most did not realize that they were an English learner until they enrolled in middle school. Additionally, students were not aware of their English language proficiency scores on the English Language Proficiency Assessment for California (ELPAC). Students' belief of knowing their ELPAC reading score would have helped them improve in reading and help them in their content classes. Also, 48% of the students felt that they were not academically supported by their content teachers. Furthermore, students considered themselves bilingual; consequently, they do not have a solid foundation of either Spanish or English. As perceived by the teacher respondents to the survey, the results show that all agreed to the English learner instruction and assessment; however, LTELs academic progress and test scores show all student participants failing. Teachers commented that there are challenges and limits that get in the way to provide students with important learning components. Teachers believed that the EL instruction and assessment was very important on the teacher survey; however, it was indicated that EL instruction was not currently happening. Others commented that students are being identified as ELs, when in fact, they are English speakers making it difficult for ELs to be properly placed according to their academic needs. LTELs are capable and have the desire to succeed and this study brings awareness to the fact that all educators must have a better understanding of their learning needs as they work with students to set specific ELD and academic goals. The study also highlights the fact that districts and administrators must closely monitor LTELs in order to ensure that they meet the criteria for reclassification. Supporting English language learners must be a priority in order to ensure that all students graduate college and career ready as members of our global economy. BARRIERS FOR LTELs KEYWORDS: English learners (ELs), Long term English learners (LTELs), English Language Proficiency Assessment of California (ELPAC), California Assessment of Student Performance and Progress (CAASPP), English Language Development (ELD)
Author :Group of Authors Publisher :Czech Institute of Academic Education z.s. ISBN 13 :8088203139 Total Pages :131 pages Book Rating :4.0/5 (882 download)
Book Synopsis Proceedings of IAC in Dresden 2019 by : Group of Authors
Download or read book Proceedings of IAC in Dresden 2019 written by Group of Authors and published by Czech Institute of Academic Education z.s.. This book was released on 2019-10-25 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: International Academic Conference on Teaching, Learning and E-learning in Dresden 2019 International Academic Conference on Management, Economics and Marketing in Dresden 2019
Book Synopsis Supporting Early Career Teachers With Research-Based Practices by : Wellner, Laurie
Download or read book Supporting Early Career Teachers With Research-Based Practices written by Wellner, Laurie and published by IGI Global. This book was released on 2021-05-21 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers in their first few years of their teaching career require high quality, structured support to begin the journey towards becoming experts. Establishing research-based best practices and working habits set up early career teachers for a fulfilling and successful career. The requirements of teachers are constantly changing, and teachers need to continually adapt their knowledge and practices to fit schools’ changing demographics. Having a toolbox of research-based best practices to draw upon can support early career teachers as they move from theory to practical application when the learning curve is the steepest. Strengthening the system of support includes increasing teachers’ influence over their day-to-day work and developing positive and supportive cultures of learning. Supporting Early Career Teachers With Research-Based Practices presents both theoretical and practical research to support the conceptual understanding of educational praxis for common areas with which early career educators may require additional expertise or support. This book is intended to be a valuable contribution to the body of literature in the field of education by supplying research-based teaching practices for modern education. Primary topics covered include professional learning, classroom management, student-teacher relationships, teaching diverse students and inclusive educational practices, and teacher self-care strategies. This book is a valuable reference tool for early career teachers of all subject areas and grade levels, school administrators, teacher mentors and guides, education faculty in higher education, educational researchers, curriculum developers, instructional facilitators, practicing teachers, pre-service teachers, professional development coordinators, teacher educators, researchers, academicians, and students interested in teaching practices and support for the early career teacher.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Scaffolding Language Development in Immersion and Dual Language Classrooms by : Diane J. Tedick
Download or read book Scaffolding Language Development in Immersion and Dual Language Classrooms written by Diane J. Tedick and published by Routledge. This book was released on 2019-11-28 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using counterbalanced instruction as the volume’s pedagogical framework, the authors map out the specific pedagogical skill set and knowledge base that teachers in immersion and dual language classrooms need so their students can engage with content taught through an additional language while continuing to improve their proficiency in that language. To illustrate key concepts and effective practices, the authors draw on classroom-based research and include teacher-created examples of classroom application. The following topics are covered in detail: defining characteristics of immersion and dual language programs and features of well-implemented programs strategies to promote language and content integration in curricular planning as well as classroom instruction and performance assessment an instructional model to counterbalance form-focused and content-based instruction scaffolding strategies that support students’ comprehension and production while ensuring continued language development an approach to creating cross-linguistic connections through biliteracy instruction a self-assessment tool for teachers to reflect on their pedagogical growth Also applicable to content and language integrated learning and other forms of content-based language teaching, this comprehensive volume includes graphics to facilitate navigation and provides Resources for Readers and Application Activities at the end of each chapter. The book will be a key resource for preservice and in-service teachers, administrators, and teacher educators.
Book Synopsis Second or foreign language learning and cognitive development by : Dingfang Shu
Download or read book Second or foreign language learning and cognitive development written by Dingfang Shu and published by Frontiers Media SA. This book was released on 2024-01-11 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
