<p> The purpose of this study is to describe the relationship between acculturation and Arabic language skills in Arab American youth in a community center setting. Seventy Arabic speaking students at the age of 13 through 17 in a Midwestern state were selected on a non-random sampling basis to participate in this study. Three main measures were used to collect data: (1) Student Demographic Survey, (2) student acculturation scale and (3) the Victorian Certificate of Education (VCE Exam).</p><p> Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate two research hypotheses of this study. Two statistical tests were used: Pearson product moment correlations were used to determine if the level of acculturation was related to the students' language proficiency in Arabic. A multiple linear regression analysis was used to determine if acculturation could be used to predict Arabic proficiency after controlling for age, gender, years of school in the United States and years of formal education in Arabic. The demographic variables were entered first in the multiple linear regression analysis to remove their effects on Arabic language proficiency. There were non-significant relationships between the variables. Explanations were provided regarding why the research hypotheses were not supported. Potential future research is also examined.</p>

<p>Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.

<p>Migrant families have long been victims of their unusual lifestyle. High poverty conditions combined with constant mobility in search for agricultural work have contributed to their challenging lifestyle. As a result, Latino migrant students are among the least likely to graduate from high school and pursue a college degree. However, in spite of such challenges faced by Latino migrant families, a small percentage of Latino migrant students graduate from high school and enroll in an institution of higher learning. The purpose of this research was to identify strategies employed by Latino migrant parents to assist their children in graduating from high school and enrolling in an institution of higher education. The study specifically focused on the role Latino migrant parents play in supporting and guiding their children into higher education. The following three questions guided this study: (a) How is parent involvement perceived and defined by Latino migrant parents of students enrolled in higher education?; (b) What barriers and support systems were present that impeded or supported their children's pursuit of higher education?; and, (c) What educational strategies are present in migrant families that have children in higher education? </p><p> Guided by a critical race theorist approach, individual interviews and focus group interviews. five themes emerged from the findings: (a) Success as Defined by Migrant Families; (b) Reinforcing the Value of Hard Work: (c) Notable Barriers and Obstacles in the Latino Migrant Community; (d) Strategies to Succeed Academically; and (e) The Impact of the Migrant Education Program. </p><p> One important and notable limitation of the study was the sample size. It is possible that a larger size would have resulted in more divergent findings and would have yielded broader recommendations. Furthermore, it is probable that only utilizing interviews as the primary information source has limited the findings. </p>

<p> This research investigates grades kindergarten - 5 English as a Second Language (ESL) and General Education (GE) co-teachers' perceptions of one another's roles, strengths, and areas for improvement in co-teaching academic language and content to English language learners (ELLs) in the GE classroom. Theories of social constructivism and cooperative learning guide this study, which approaches co-teachers' perceptions as a function of how they make meaning of their social interaction and experiences (Vyogotsky, 1978; Villa, Thousand, &amp; Nevin, 2004). Using QUAN-qual sequential explanatory design, this descriptive study uses survey methodology and small-scale follow-up interviews to create an illustrative, descriptive portrait of ESL and GE teachers' perceptions of one another's roles and professional development needs. Quantitative and qualitative survey results are triangulated with qualitative interview findings. </p><p> The integrated findings illuminate the areas of convergence and divergence in ESL and GE teachers' perceptions as co-teachers of ELLs in the GE classroom. The main conclusions are discussed with regard to existing literature on co-teaching. Overall, ESL and GE teachers appeared to have a general understanding of one another's roles, yet some perceptions diverged with regard to sharing responsibilities and whether the GE teacher was the "primary instructor". In addition, this study concludes that despite availability of some common planning time, co-teachers frequently desired to improve the quality and quantity of their co-planning, co-teaching, and reflection on students' needs. Co-teaching strengths that were identified include openness, flexibility, and the ability to differentiate instruction. However, in order to improve co-teaching, both ESL and GE teachers perceive the need to gain skills and knowledge in one another's areas of expertise. Data analysis shows that co-teachers' desired professional development topics and types of offerings interrelate thematically with perceived strengths and areas for improvement. </p><p> The study concludes with a discussion of implications for school administrators and teacher educators, including pre-service teacher educators, who want to support ESL and GE co-teachers. The discussion also addresses the implications for ESL and GE teachers whose co-teaching practice may benefit from reflection on the findings of the study. Finally, directions for future research emanating from this study are offered.</p>

<p> Disparities exist in healthcare related to language barriers and lack of cultural understanding between caregivers and recipients. Increasing the linguistic and cultural diversity of caregivers may decrease the healthcare disparities observed. The research study described in this manuscript was conducted to explore the undergraduate student experiences of nurses representing multiple cultural groups, speaking multiple languages, and representing a cross section of the population of interest. The challenge of speaking English as an additional language (EAL) and belonging to differing cultural groups presents difficulties while successfully completing a baccalaureate nursing program of study. The Theory of Margin was the theoretical framework utilized for the study conducted to achieve an understanding of the educational experience from the student perspective. A qualitative methodology of conversational interviews was utilized to explore the experiences of successful senior nursing students and recent graduates with EAL. Six different languages were spoken by study participants with EAL. Findings of the study revealed participants did not perceive having EAL to be an obstacle to learning. Language challenges resulted from the use of colloquialisms in presentations, handouts, and test materials. Study participants expressed a preference for solitary study practices and a dislike for random assignment to group projects. Support from others was reported to enhance the participants' ability to succeed. Participants expressed feelings of empathy for the patients who were also from diverse backgrounds. Implications of the findings would suggest the need for careful review of course materials to remove colloquialisms and identification of improved and supportive teaching strategies such as purposeful group assignments for nursing education faculty with similar student populations. Future research investigation may explore the perceptions of nurses with EAL who have completed their baccalaureate with more diverse patient populations and examination of the effect of simulation scenarios to improving communication skills of students with EAL.</p>

<p> The field of research in bilingualism and second language (L2) acquisition has yielded overwhelming evidence that acquiring a second language later in life will result in less accurate production and perception of consonants and vowels in the second language. These effects, in part, are a result of interference from the already formed phonetic categories shaped by early exposure to the L1 (Iverson, 2007). Phonetic categories from the L2 will, at least initially, be mapped onto phonetic categories from the L1 (Flege, 1995). Shared storage of similar lexical items from L1 and L2 may also take place resulting in differences in processing for words with similar meanings in both languages with similar meanings. Language learners of any age are able to acquire a limitless number of new vocabulary items in their L2. Whether similarities in orthography and/or phonology of semantically similar words affect access to and comprehension of these new L2 lexical items is still unclear. Another question is whether lexical items that differ only in a non-native sound contrast are processed as good or poor exemplars of the L2 word, as a poor exemplar of the L1 word, or as allophonic variation of the L2 word. </p><p> In this dissertation neural correlates of L2 words that have or do not have L1 cognates were examined. A group of monolingual English speakers and a group of late Spanish-English bilinguals were asked to decide whether pairs of cognate and non-cognate words were produced the same or differently. Words were pronounced in Standard English or with a change in the production of the stressed vowel in the word to a vowel more similar to a Spanish phoneme. The results revealed that cognate words seemed to facilitate L2 speech discrimination as evidenced by similar responses by bilinguals and monolinguals to these words and smaller or absent responses by bilingual participants to non-cognate words. This facilitation was in the form of a positive ERP response elicited by the frontal electrodes. These results provide a better understanding of why there are mispronunciations and misperceptions of lexical items in an L2 and how shared meaning influences these processes.</p>

<p> The well-documented achievement gap between English language learners (ELLs) and their native English-speaking peers (e.g., NCES, 2012) has prompted nationwide efforts to ensure that the growing population of ELLs in the U.S. meet academic proficiency standards and graduate from high school. Missing from educational studies on ELLs is an investigation of those students who succeed beyond minimum standards, defying the achievement gap. The research study presented in this paper contributes to this area by examining the experiences and understandings of five middle school ELLs who have demonstrated linguistic and academic success. These students are former ELLs who once were in need of language support but have now exited from ESL instructional services and are currently enrolled in advanced coursework. </p><p> A basic qualitative approach (Merriam, 2009) was employed, and both social constructivist (Vygotsky, 1978) and critical (Sol&oacute;rzano &amp; Yosso, 2003) theories guided the study. Four data sources from students were collected and analyzed: life history interviews, classroom observations, post-observation interviews, and photo-elicitation interviews. In addition, two of each student's teachers were interviewed individually for the purposes of triangulation. Descriptive data on district and school-wide ELL enrollment and achievement trends in advanced courses in the school was also analyzed to inform the findings. Yosso's (2005, 2006) model of Community Cultural Wealth served as a conceptual framework that informed data collection, but to the extent possible, all data was analyzed inductively (Creswell, 2007). </p><p> The results of this study shed light on the experiences and perspectives of successful former ELLs. In general, findings indicated that these ELLs experienced schooling as <i>social, "not that hard," busy,</i> and <i> technological.</i> In analyzing the ways students understood their schooling, themes emerged in two interrelated categories: external agents and <i> individual characteristics.</i> Within <i>external agents,</i> data indicated the importance of <i>role of family, peer interaction, and institutional support.</i> The <i>individual characteristics </i> included the themes of <i>negotiating agency, commitment to heritage,</i> and motivation. Each theme is discussed with affiliated sub-themes that illuminate the various ways the themes were expressed in different students. </p><p> This document concludes with broad interpretations drawn from the study based on findings and their relationship to existing research. The discussion emphasizes the complexity and heterogeneity of successful ELLs while also illuminating points of intersection in students' experiences. Lastly, implications are provided for raising expectations for ELLs and ensuring ELLs have equitable opportunities to realize academic success. These recommendations are specified for educators in the arenas of policy, practice, and research.</p>

<p>This quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners. </p><p> The problem addressed was middle school English learners' lack of awareness of the need to be English proficient before entering high school if they want to be qualified for the A-G college-bound coursework. </p><p> A 20-question online survey was used. Students at both schools were given a preintervention survey. This was followed by an intervention at one school, which concluded with a postintervention survey at both schools. Analysis of data gathered from surveys, along with standardized assessment, culminated the study. </p><p> A McNemar test was completed to compare each variable between the pre-survey and the post-survey to test the statistical hypotheses of this study. Additionally, percentage comparisons were performed to examine relationships between pre- and post-survey responses with both Likert-scale and time options. </p><p> Findings of this study indicate that, for the experimental group, there were substantial percentage increases between pre- and post-surveys, statistically significant findings in more than one area, and a larger percentage increase in English proficiency. </p><p> Findings indicate that, for the control group middle school English learner students who did not participate in the cognitive learning intervention, there was little or no difference between the pre- and post-survey results. These findings demonstrate the critical need for metacognive and self-efficacious experiences for Latino middle school English learner students. </p><p> The overall positive trends and the statistically significant findings for the experimental group can have a direct implication for strategies used in the education of middle school English learner students. In an age-appropriate manner, cognitive learning interventions, to include increased awareness and goal setting, can be implemented for all Latino middle school English learners. </p>

<p> The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become educators in the U.S.?; From the perspectives of these three L1-Spanish/L2-English CLD high-achiever educators, what impact, if any, did digital technologies have on their biliteracy experience? With a critical-pedagogy approach to multicase-study (Stake, 2006) inquiry, I used online methods to collect data on three high-achieving (GPA > 3.01) L1-Spanish graduates initially identified as limited-English-proficient by the American school system. For data collection, I used a participant-selection questionnaire, individual and group semi-structured interviews via Skype, e-journals for biliteracy autobiographies, artifact e-portfolios, my reflective e-journal, and one face-to-face unstructured interview with one participant only. Concurrently, I engaged in on-going data analysis to build meaning inductively and guide further data collection, analysis, and interpretation, until saturation, in an application of the dialectical method into research (Ollman, 2008). I included the email communications with the participants and their member checks. Two external auditors reviewed all data-collection and analytic procedures. I analyzed each case individually followed by the cross-case analysis. The findings indicated the importance of family and L1-community support, host-culture insiders as mentors, access to information, empowerment by means of conscientization, and the participants' advocacy of others by becoming educators. In this way, the study identified how the participants escaped the statistics of doom, which helps understand how to better serve growing L2-English student populations. The study closed with a discussion from the viewpoint of reviewed literature and critical pedagogy, my interpretation of the findings, and suggestions for future praxis in education and research.</p>

<p> Latino males from an English Language Learner (ELL) background are not successfully graduating from high school and going to college. This study seeks to understand this phenomenon through narratives of young Latino males in the Los Angeles area. Guided by Yosso's theory community cultural wealth theory, this qualitative study examines the challenges experienced by Latino males in their high school English Language Learner programs, and how these challenges were met. community cultural wealth theory provides six tenets of capital that communities of color possess: aspirational, familial, linguistic, social, navigational, and resistance. These types of cultural wealth exist in the lives of students and can assist students in attaining successful educational outcomes. Interviews with 16 Latino male ELLs between the ages of 18 to 25 were conducted over a 2-month period. The 16 Latino male ELLs were divided into groupings of high school graduates in college, high school graduates, high school students finishing their diploma requirements, and high school dropouts. Along with these interviews, four parent interviews were also conducted in order to gain a holistic perspective of the Latino males' experiences. Latino male ELLs illustrated the utilization of multiple forms of community cultural capital in their narratives; forms of social, linguistic, and navigational capital made a difference in Latino male ELLs that reported not only finishing high school, but also attending college. Conclusions of the study will be used to make recommendations for improvements in counseling services, assisting newly arrived ELLs to high school, and specific changes to policy.</p>