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<p>  </p> <p>The rapid growth of the English Language Learner (ELL) population in Indiana has raised challenges for English language arts (ELA) instruction. This research adopts collective case studies and mixed-methods studies to explore the quality and quantity of ELA instruction (time allocation to literacy components and group configuration) for ELLs in Indiana elementary classrooms. Study one aims to further the understanding of the quality and quantity of ELL literacy instruction in Indiana first-grade classrooms through a collective case study. Then, a sequential mixed methods study is designed to examine the effect of professional development on ELL literacy instruction in second-grade classrooms (Study 2). To gain a deeper understanding of how Indiana schools have been coping with the COVID pandemic, another sequential mixed-methods study is designed to explore how the pandemic has impacted the quality and quantity of literacy instruction compared with the pre-pandemic era in K-5 classrooms (Study 3). These serial inquiries hold important implications for literacy educators with ELL students on how best to structure and plan for their English language arts (ELA) instruction. Also, they will inform schools on how to select professional development that yields significant transformations in teachers’ literacy practices, as well as how to better address ELL needs during the pandemic.</p>

Although the research literature supports the notion of language growth trajectories, primarily in monolingual English children, the shape and direction of English-language learners' (ELLs) language growth trajectories are largely unknown. The present study examined the shape of ELLs' language growth trajectories by estimating the initial status and the growth rates of specific oral language skills (mean length of utterance in words (MLUw), number of different words (NDW), and words per minute (WPM)) in each language during the first 3 years of formal schooling. This study was framed from the perspective of language as a dynamic system, composed of linguistic subsystems that change over time. This study utilized secondary data from a larger project, the Bilingual Language Literacy Project (BLLP), which collected narrative retell language samples produced in Spanish and English from ELL children. The final longitudinal dataset used in this study consisted of 12,248 oral narrative language samples (6,516 Spanish; 5,732 English) that were produced by 1,723 ELLs. This study examined the effect of three predictors on language growth: academic semester (metric of time), gender, and schooling. Growth curve model (GCM) testing was used to profile the longitudinal growth of the ELLs' oral language skills in Spanish and English over time. This study had a number of important findings regarding change over time, intra- and inter-individual variability, and the impact of initial status on growth. With regard to change over time: MLUw, NDW, and WPM demonstrated growth over time in Spanish and English; the shapes of Spanish (curvilinear, non-monotonic, and continuous) and English growth (linear, non-monotonic, and discontinuous) were similar within-language; language growth in Spanish was predicted by academic semester and gender; and language growth in English was predicted by academic semester, gender, and schooling. With regard to intra- and inter-individual variability: significant intra-individual differences in the growth of all the oral language measures, across each wave of measurement, were found for both languages; significant intra-individual differences in the initial status of participants for all the oral language measures were found for both languages; significant inter-individual differences in the growth rates were found for WPM-Spanish; and significant inter-individual differences in the growth rates were found for all the oral language measures in English. With regard to the impact of initial status on growth: the growth of MLUw-Spanish was systematically related to initial status (lower performers at initial status may not catch up to higher performers); the growth of NDW- and WPM-Spanish were unrelated to its initial status (lower performers at initial status may, or may not catch up to higher performers); and the growth of MLUw-, NDW-, and WPM-English was systematically related to initial status (lower performers at initial status may catch up to higher performers). With regard to the co-development of interconnected subsystems, qualitative observations (non-empirically tested) based on visual inspection and GCM estimates provided initial insight into the possible co-development occurring within- and across-languages. The present study broke new ground by specifying the shape of growth for MLUw, NDW, and WPM in the Spanish and English of ELLs during their first 3 years of formal schooling. The study had a number of methodological limitations that will guide and motivate future work on the language growth of ELLs. / Communication Sciences

As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the academic needs of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different geographic regions of the United States. A qualitative research methodology with in-depth interviews was used to gather the data. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these school leaders to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform practitioners about what worked for leaders who have been effective at minimizing achievement gaps. Based on these results, school division leaders should consider designing targeted professional development, mentoring, and coaching around effective principal leadership practices. / Doctor of Education / As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the learning of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different regions of the United States. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these principals to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform school leaders about what worked for principals who have been effective at minimizing achievement gaps.

As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

Extramural English (EE) engagement is common amongst young English as a foreign language (EFL) learner in Sweden. However, the ESL students engage in EE activities to varying degrees and their English proficiency could be positively affected by the amount of time spent on EE activities. The present study therefore aims to increase knowledge about grade 6 students’ EE engagement and its possible correlate with the students’ English grades in a Swedish context. Additionally, the study explores which types of EE activities: receptive, productive, and interactive, the students engage most in, and if there is some correlation between type of EE activity engaged in and English grade. This was investigated through mixed-method research, conducting both a quantitative digital questionnaire with 30 participant sixth graders and two qualitative focus group interviews with a total of five sixth graders participating. The findings show that the grade 6 students with high English grades engage most in interactive EE activities, whereas low-grade English students mostly engage in receptive EE activities. Additionally, the qualitative results indicate that grade 6 students perceive benefits of learning English through EE engagement. However, the present study cannot prove any statistically significant correlation between number of hours spent on EE activities per week and English grades. The present study suggests that EFL teachers consider and incorporate the increasing EE engagement of their students in the didactic choices made for English language teaching (ELT). To comprehensively explore the effects that young ESL learners’ EE engagement has on their English acquisition and grades, further research should focus on longitudinal studies, representing a greater variety and number of students participating.

English is one of the three core subjects in the Swedish compulsory education system. It shares this standing with only mathematics and the Swedish language to comprise the triad of core subjects without which a pupil cannot apply for secondary education. This makes quality English teaching and accessible English learning paramount for pupils in years 7 to 9 in compulsory school. Research in second-language acquisition demonstrates that music is an effective tool in the language learning classroom, yet studies among older learners of English in compulsory school are less frequently carried out than those among younger learners of English.  Drawing upon a sociocultural theoretical approach and mediated learning theory, as well as Krashen’s theory of the affective filter, this study investigates how learners perceive the use of music in their English language classrooms and presents feedback on how pupils feel music improves their language use and vocabulary. Through the tools of a pre-test/post-test the study demonstrates only a marginal improvement in vocabulary acquisition.  The surveyed pupils are generally positive towards music as a pedagogical tool in the English language classroom. Not only do results demonstrate that music is welcome in awakening pupils’ interest and motivation, but that music and song are appropriate for older pupils in the 7 to 9 school years and that the study of music texts/lyrics can be employed with older compulsory school learners of English.

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Doctor of Philosophy / Curriculum and Instruction Programs / Thomas Vontz / Offering a high-quality education to English language learners (ELLs) is a challenge in schools across the United States. Yet, few studies have been conducted to investigate high school English as a second language (ESL) programs. This study provides insights into how a Kansas urban high school ESL program promotes access to the curriculum for ELLs by providing for their social, affective, linguistic, and academic needs. The purpose of this dissertation is to use the premise of educational equity and Catherine Walsh’s (1991) educational needs for ELL school success to explore how structural components of the ESL program in this study promote the access of ELLs to the curriculum. This study offers (1) insights into how urban school districts with high ELL populations might address the issue of access to the curriculum, (2) insights into various perceptions of participant groups—administrators, teachers, and students, and (3) insights into how ESL program components address the educational needs for ELLs to gain access to the curriculum. More specifically, this study emphasizes the following four structural components of the ESL program: (1) student placement, (2) sheltered content courses, (3) teaming, and (4) Spanish for native speakers courses. These structural components are used as a lens to view how social, affective, linguistic, and academic needs of ELLs are addressed. Although the results of this study cannot be generalized to other schools or districts, this study may help other districts, schools, and individual teachers make informed decisions. By demonstrating how four structural ESL program components meet the needs of ELLs in a high school setting, other educators might replicate components on their journey for educational equity within their own venues.