Previous research documents the importance of maintaining the home language to the acquisition of a second language. This study examined the effects of a shared reading experience in the child’s home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners (ELLs). Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their children concurrently with the use of the English language version of the books in the classroom. A single subject design with multiple baselines across subjects and settings was applied. The researcher documented changes in the frequency of utterances, the Mean Length of Utterance-word (MLU-w), and the frequency of spontaneous or child-initiated utterances in various settings within the Head Start classroom. The Results indicated that there might be a relation between a shared reading experience in the home language and second language acquisition. Additionally, there appeared to be a relation between the behaviors and the settings.

Thesis advisor: Mary Walsh / Recognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP) students, school systems must adapt to better support ELL students (August et al., 2009; García et al., 2009). Previous research has focused primarily on the role of bilingual versus English-only instruction on the achievement of ELL students. Within the framework of developmental systems theory (e.g., Cicchetti, 2006; Lerner, 2012; Masten, 2007; Overton, 2011), the current study extended existing literature by examining how several non-academic factors are related to ELL students' achievement. Utilizing data from City Connects, an innovative school-based intervention that has found improvement in ELL achievement over time, this study sought to identify unique pathways through which the academic outcomes of ELL students can be promoted. Relationships between students' needs and strengths within four developmental domains (academic, behavioral/social-emotional, health, and family) and achievement were examined. Significant differences in the needs and strengths identified for ELL and EP students were found. ELL status also significantly moderated the relationships of needs/strengths and achievement in several developmental domains. Findings support a developmental systems understanding of achievement as a key dimension of children's development. Implications for school-based interventions and education policy are discussed. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

As the number of immigrants and refugees grows in the US, the linguistic and cultural diversity that comprises the middle grades classroom continues to increase. Given the need for resources and specific attention to linguistic and cultural strategies for these populations, this three year ethnographic study examined the schooling experiences of young adolescent immigrant and refugee students in a small town located in a rural state. Historically a homogeneous area, this community recently became a multilingual/multicultural setting. I documented the schooling experiences of my participants utilizing ethnographic methods including participant observation, interviews, and document analysis. My data describe how immigrant and refugee students internalized middle grades organizational structures such as teaming and multiage grouping. The findings suggest much variability among the students’ experiences, ranging from little or no academic, emotional, and/or social support to such high levels of support that students felt ostracized and disempowered. The implications for researchers center on expanding the current research in middle grades best practice to include a new set of voices, while practical implications focus on creating a safe environment where immigrants can express themselves and feel comfortable asking for the level of support they need.

The purpose of this study was to provide an empirical test of the widely held belief that performance-based assessment provides a fairer picture of English-language learners' mathematical skills and knowledge than does a standardized assessment. Specifically, I compared the performance of 94 third-graders on the measurement subscale of the Florida Comprehensive Assessment Test (FCAT) mathematics test to their performance on a set of measurement reasoning and applications that was drawn from their third-grade hands-on science curriculum. Then, I present examples within the non-standardized testing setting where students were provided with real-time language-based accommodations as recommended by the research literature. Finally, I looked at how well these students' level of English language proficiency predicted performance on each of the two assessments. English proficiency level failed to predict FCAT performance. It did predict performance on the reasoning and applications tasks. These findings present a challenge to the conventional wisdom that performance-based assessments provide a less-biased picture of ELL's mathematical knowledge than do standardized tests.

My study investigated the effects of two 50/50 and two 90/10 two-way dual language programs on the reading achievement of 76 English Language Learners (ELLs) from the end of third grade to the end of fourth grade. My study used both quantitative and qualitative data. Quantitative instruments included the Spanish Reading Texas Assessment of Knowledge and Skills (TAKS) and the Reading Proficiency Test in English (RPTE) scores. Qualitative instruments included structured interviews with the two-way dual language program coordinators/administrators. The quantitative results of my study showed there were no statistically significant differences between the two groups on the Spanish Reading TAKS by the end of fourth grade. The 50/50 students did make statistically significant gain scores on the Spanish TAKS from the end of third grade to the end of fourth grade, but the 90/10 students did not make statistically significant gains. Both groups were performing above the State averages on scale score and passing rate on the Spanish Reading TAKS. On the RPTE, the results of my study showed there were no statistically significant differences between the two groups by the end of fourth grade. Both the 50/50 and the 90/10 students made significant gain scores on the RPTE from third grade to fourth grade. The 50/50 students made a greater gain on the RPTE than then 90/10 students did. Both groups of dual language ELLs had higher percentages of students in the advanced high rating than the State on the RPTE. The qualitative results showed that several elements were necessary to implement and maintain these two-way dual language programs. These elements included: planning, resources, parental support, qualified teachers, and supportive administrators.

No description available.

The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.

The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

This study investigated, through survey methodology, the instructional practices of teachers of English Language Learners (ELLs) with disabilities in Preschool Programs for Children with Disabilities (PPCD). These practices were compared to best-practice recommendations made by a group of evaluators in the field of bilingual special education. Results indicated that teacher practices differed considerably from recommendations made by expert evaluators in the field. Specifically, teachers preferred English as the exclusive language of instruction while expert evaluators strongly recommended bilingual instruction. Also, teachers reported strong administrator support while expert evaluators did not. Furthermore, most teachers reported satisfaction with the instruction of ELLs in their schools while most expert evaluators reported dissatisfaction. Results also showed that when administrators at Individualized Education Program (IEP) meetings encouraged discussion about language of instruction, the likelihood of parent participation in these discussions increased. Language dominance and language proficiency testing of preschool aged ELLs, and representation of LPAC members at IEP meetings were major predictors of whether or not these children would receive referral to the bilingual or ESL programs in the future. Most of the results found in this study supported results found by Mueller, Singer, and Carranza in 2006. This study highlights research favoring the development of the primary language of ELLs in PPCD and Pre-K settings while underscoring the disconnect among teachers' beliefs, training, and instructional practices.

This 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.