The present dissertation research had two main purposes. The first one was to compare the development of morphological awareness between English Language Learners (ELLs) who speak Chinese or Spanish as their first language, and between these two groups of ELLs and native English-speaking children. Participants included 78 monolingual English-speaking children, 76 Chinese-speaking ELLs, and 90 Spanish-speaking ELLs from grade four and grade seven. Two aspects of morphological awareness were measured, derivational awareness and compound awareness. The results indicated that ELLs’ morphological awareness is influenced by the characteristics of their first language. While Chinese-speaking ELLs performed more similarly to English native speakers on compound awareness than Spanish-speaking ELLs, Spanish-speaking ELLs outperformed Chinese-speaking ELLs on derivational awareness. The second purpose of this dissertation was to examine the within and across language contributions of morphological awareness to word reading, vocabulary and reading comprehension in Spanish-speaking ELLs. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology, respectively. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading, vocabulary and reading comprehension after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading, vocabulary and reading comprehension. Cross-linguistic transfer of morphological awareness was observed from Spanish morphological awareness to English word reading and vocabulary, but not to reading comprehension. English morphological awareness did not predict performance on any of the three Spanish outcome measures. These results suggest that morphological awareness is important for word reading, vocabulary and reading comprehension in Spanish, which has a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s first language is associated with word reading in English, their L2. Overall, results indicate that the ability to perform morphological analysis is important for ELLs.

The present dissertation research had two main purposes. The first one was to compare the development of morphological awareness between English Language Learners (ELLs) who speak Chinese or Spanish as their first language, and between these two groups of ELLs and native English-speaking children. Participants included 78 monolingual English-speaking children, 76 Chinese-speaking ELLs, and 90 Spanish-speaking ELLs from grade four and grade seven. Two aspects of morphological awareness were measured, derivational awareness and compound awareness. The results indicated that ELLs’ morphological awareness is influenced by the characteristics of their first language. While Chinese-speaking ELLs performed more similarly to English native speakers on compound awareness than Spanish-speaking ELLs, Spanish-speaking ELLs outperformed Chinese-speaking ELLs on derivational awareness. The second purpose of this dissertation was to examine the within and across language contributions of morphological awareness to word reading, vocabulary and reading comprehension in Spanish-speaking ELLs. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology, respectively. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading, vocabulary and reading comprehension after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading, vocabulary and reading comprehension. Cross-linguistic transfer of morphological awareness was observed from Spanish morphological awareness to English word reading and vocabulary, but not to reading comprehension. English morphological awareness did not predict performance on any of the three Spanish outcome measures. These results suggest that morphological awareness is important for word reading, vocabulary and reading comprehension in Spanish, which has a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s first language is associated with word reading in English, their L2. Overall, results indicate that the ability to perform morphological analysis is important for ELLs.

The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are responsible for making content comprehensible for these students (Clegg, 1996; Georgia Department of Education, 2008); however, test scores and graduation rates indicate that English language learners (ELLs), across the nation, are consistently underperforming on content based assessments and failing to complete high school (Carrasquillo & Rodriguez, 2006; Cruz & Thornton, 2009) . Using a constructivist lens and the concept of the instructional dynamic (Ball & Forzani, 2007), this dissertation presents the experiences of the mainstream teacher and 5 ELLs enrolled in an inclusive, single semester, secondary mainstream US Government course. Through vignettes created from observations, interviews, reflections and document analysis, this semester long qualitative case study presents the experiences of the mainstream teacher and ELLs. Constant comparative analysis of data revealed three themes (1) returning to the past; (2) navigating the classroom; and (3) preparing for the future. Continued analysis revealed five assumptions held by both the mainstream teacher and the ELLs which shaped the experiences of the participants within this mainstream classroom: (1) all members of this classroom were capable of achieving success through work; (2) achieving present success was directly linked to lessons learned from the past; (3) facilitating success means seeking to understand and interact with others (4) being a “team player” offers protection from uncomfortable situations; and (5) teachers and students expect content classes to prepare students for the future. The findings of this study capture the complexity of the mainstream classroom and imply that the success of the mainstream teacher and ELLs alike depend upon increasing appropriate professional development which maximizes the instructional knowledge of mainstream teachers, generating a supportive and collaborative school and classroom environment for teachers and students and ensuring the implementation of a relevant and immediate curriculum.

English 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. / text

The purpose of this study was to examine the Spanish-speaking newcomer middle school students’ perceptions of school, expectations from school, and attitudes toward school. Of particular concern was how these students’ perceptions, expectations, and attitudes developed over a 5-month period. The theoretical framework for the study was derived from Vygotsky’s (1978) sociocultural theory; second language acquisition (SLA) theories (Dulay & Burt, 1973; Krashen, 1982; Johnson, 1996; Long, 1985; Schumann, 1978); and Norton’s (1997) theory of identity, investment, and imagined communities. The participants in this study were 4 Spanish-speaking middle school students enrolled in an Intensive English to Speakers of Other Languages (ESOL) class for students who have recently arrived in the United States, their parents, and the teacher-researcher. The study took place during the 2006-2007 school year at a diverse metropolitan city in the southeast region of the United States. Data sources included student and parent tape-recorded oral interviews, informal interviews, field notes, ethnographic participant observations, field notes, and a researcher journal. Through constant comparative analysis (Creswell, 2006), data were analyzed for themes relating to students’ perceptions, expectations, and attitudes. These themes were analyzed using the sociocultural and SLA frameworks. The analysis of the findings indicated that most participants entered U.S. schools with preexisting positive perceptions about school and that they maintained these positive perceptions during the time of the study. The data revealed that the participants had high expectations from school and overall positive attitudes toward school. An analysis of the data demonstrated that the participants’ new school environment was a critical factor in their perceptions, expectations, and attitudes. Implications of the study include the importance of honoring students’ culture, previous learning experiences, and language abilities in order to facilitate SLA, literacy development, and teacher-student relationship development.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / English language learners (ELLs) are expected to meet the same academic standards as those of their fluent English-speaking peers while simultaneously acquiring a second language. When content area instruction is embedded with literacy-based tasks, ELLs' achievement is both the acquisition of content area knowledge and English language skills can be anticipated. Science is a content area that can provide a deep context for ELLs to develop academic language because students must use their literacy skills to gather information about scientific concepts. The purpose of this study was to investigate the impact of an instructional intervention integrating literacy-based practices in science on third grade ELLs' science achievement and English language development. The mixed methods study was conducted at an elementary school in the Midwest, United States. There were 12 participants, eight identified as ELL and four fluent English speakers. Four of eight identified as ELL received the intervention while the remaining four ELL and fluent English speakers were instructed by the classroom teacher. The intervention was based on the systematic and repeated practice of language strategies and explicit vocabulary instruction. Authentic communication was used during scientific inquiry, discussions, and the reading of expository science text. Both quantitative and qualitative data was collected from pre and posttest data from five FOSS I-Check assessments, researcher's observations and field notes, participants' artifacts such as science journal entries and reflections, classroom teacher interview, and recorded session videos. The data was coded and analyzed identifying major themes which are noted in the findings. The results concluded the four participants who received the intervention outperformed their ELL peers not receiving the intervention but were still slightly behind their English-speaking peers. Overall, the participants receiving the intervention showed gains in their productive language as reflected in their utilization of domain-specific vocabulary in their speaking and writing. The conclusions drawn from this study included ELLs can benefit from receiving an integrated literacy/science intervention in both their acquisition of scientific knowledge and language development.

Doctor of Philosophy / Curriculum and Instruction / Charles Heerman / This was a case study of two middle schools in New Mexico. Using organization for instruction (Marks and Louis, 1997) as a crux, the purpose of the building level study was to explore the elements of school leadership, instruction, and middle level program and to infer aspects of language policy. The needs threshold was based on the timeliness of reexamining linguistic diversity and on the importance of language concerns in education, principally as they related to ELLs and other linguistically diverse students. The problem stemmed from dynamic, culturally evolving changes in the environment of the two middle schools under study. Changes from economic factors, district leadership, immigration, and demographic shifts in the local area affected the two buildings’ capacity to effectively deliver educational and language services. The significance of the study maintained that school level language planning was rapidly becoming a competing theme in the process of education and required attention in light of important environmental and sociological factors. Metaphor was employed to help symbolize increasing complexities (e.g., array of special interests, human and individual diversity, etc.) found in context of the school with reference to organization, leadership, instruction, and program. Since the research was a case study, no hypotheses were formulated; instead a major research question and four sub questions were posed. A mixed method, multiple sources of information methodology was used in the collection and analysis of data. Twenty (N = 20) participants made up of building leaders (n = 4) and teachers (n = 16) were interviewed. Tables of student achievement scores were presented along with other demographic data. Although interviewees reported sensitivity to linguistic diversity, findings pointed to a lack of knowledge about language policy at all levels on the part of building leaders and teachers. Implications drawn described the important role language policy formation could play in educational structuring of middle school programs and instruction. A list of recommendations provided criteria to follow in making decisions about the feasibility of conducting school level language planning and made suggestions for further research. An extensive bibliography of relevant sources and transcripts of interviews were provided.

The problem addressed in this study is that English Language Learners (ELLs) in a California school district are not meeting the targeted yearly grade level expectations or making the same progress as non-ELL students. Meeting this goal will help close the achievement gap between ELLs and their native-English speaking peers. The purpose of the qualitative study was to explore the local problem and identify how teachers provided academic instruction to support ELLs with academic instruction and investigate perceived causes of the inadequate progress in learning English and the academic content. The research was guided by Vygotsky's theory of development and the social/cognitive interactions with Ladson-Billings' approach to cultural relevance. These theories support how teachers and students maintain an active cognitive and social learning approach. The qualitative study investigated teachers' instructional practices for ELLs through classroom observations and interviews. Purposeful sampling identified 12 potential participants who met the criteria of providing ELL instruction. Four ELL teachers participated through observations and interviews. The data analysis examined, identified, and interpreted themes. Data saturation was reached as no new themes emerged. The following 4 themes resulted: (a) classroom environment, (b) curriculum content, (c) academic language, and (d) differentiation. A 3-Day PD was designed to guide future ELL pedagogy and strategic activity to promote social change by providing educators opportunities to practice research based ELL instructional approaches to teaching. The end goal is for improved academic and social achievements for ELL students.

The evidence supporting the common instructional method of daily calendar group time to teach math skills to prekindergarten children has been inconclusive. The purpose of this study was to examine the effect of exposure to daily calendar group time on prekindergarten children's math score gains in a private early-childhood program located in the suburban Southeast. Vygotsky's sociocultural theory guided this quantitative, causal comparative design wherein archival data from 104 prekindergarten students' pre- and posttest numeracy skill scores on the Young Children's Achievement Test were analyzed. Data from 6 classrooms over 2 school years were compared using multiple linear regression. Four classrooms offered daily calendar group time (n = 72), and the other 2 did not (n = 32). Results from multiple linear regression analyses showed that when pretest scores, English language learner status, and socioeconomic status were controlled for, posttest scores of prekindergarten students who were instructed using the calendar were not significantly different from posttest scores of students with no calendar exposure. The results from this study can be used by prekindergarten administrators and teachers to inform classroom math instructional practices. This study contributes to social change by demonstrating that the instructional practice of prekindergarten daily calendar group time does not assist young children in attaining additional math skills prior to kindergarten entry; other methods of instruction may be more effective.

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