<p> In an effort to help alleviate low achievement and motivation in Turkish university preparatory English programs (Education First, 2015), an English teacher at Mihrimah Sultan University (pseudonym) in Istanbul, Turkey, conducted a study in which ten university English preparatory program students used a mobile language learning application, English Quickly (EQ pseudonym). The aim of the study was to ascertain whether or not the eight-week application usage period would help students to improve their English language skills as well as their motivation to practice English. The mobile application EQ was downloaded by the students in February 2017, and was used for eight weeks, terminating in April 2017. Students used the different functions of the application including watching videos, speaking, and learning new vocabulary. The conceptual framework used for the study consisted of an analysis of knowledge, motivation, and organizational influences based on the work by Clark and Estes (2008). Recommendations were generated and an evaluation plan was designed using the New World Kirkpatrick's Four Level Model (Kirkpatrick &amp; Kirkpatrick, 2016).</p><p>

<p> For nearly four decades, research has documented positive correlations between metacognitive abilities and student growth. Teachers who wish to cultivate metacognitive thinking should encourage their students to plan, investigate, and expand on the concepts they learn in class (Fisher, Frey, &amp; Hattie, 2016; Flavell, 1979). This mixed-methods study sought to investigate the effects of the Drive My Brain Model ([DMB], Gomez, 2016) on English language learners&rsquo; (ELLs) metacognition. The sample for the quantitative portion of this study was comprised of 54 fifth-grade ELLs from a public elementary school located in Orange County, California. The qualitative sample consisted of 12 students that represented a proportional sample of the students at the school, and two teachers. A quasi-experimental design was used for this study. The treatment group received roughly 30 minutes of Drive My Brain (DMB) Model activities each day over eight weeks, receiving a total of 1,155 minutes of intervention. Two pre-developed, validated surveys were used as pre-test/post-test for both groups. Survey scores for both groups were compared using a Chi-square test. Results indicated that statistically significant growth was achieved by the treatment group. Additional quantitative measures included an observation checklist, student task rubrics, and a student Likert survey questionnaire. Results indicated that students, who felt the DMB Model was easy to use, performed better on content tasks. Qualitative analysis supported quantitative findings. Student task artifacts revealed that students in the treatment group used more metacognitive and cognitive strategies. Additionally, student and teacher interviews found the DMB Model to be easy to use. </p><p>

<p> This quantitative, quasi-experimental, <i>ex post facto</i> analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity in and of themselves. To investigate this interpretation, the researcher analyzed 176,941 individual 2016 and 2017 Georgia Milestones Assessment System (GMAS) assessment records (N = 102,312 for 2016; 74,649 for 2017) matched to the corresponding ACCESS for ELLs scores (N = 34,420 for 2016; 35,805 for 2017), employing linear regression to quantify the degree to which ELP influenced English Learner students&rsquo; performance on standardized assessments in English Language Arts, Mathematics, Science, and Social Studies and to define the threshold proficiency level at which the preponderance of English Learners were able to score at the Developing and Proficient levels on the content assessments. </p><p>

<p> American classrooms are becoming increasingly diverse as students enter with native language knowledge (other than English). Addressing the needs of all students is more difficult given most teachers are native English speakers, have little experience with multiple language knowledge, and can be apprehensive about teaching ELs. </p><p> With this in mind, this study was undertaken to look at the feasibility of teaching kindergarten students strategies (e.g., use of picture dictionary, word wall, anchor chart use, partnering with peers), thus allowing the student to create their own understanding of English vocabulary rather than having an adult simply give the meaning to them or impart knowledge. </p><p> Kindergarten ELs were taught strategies, given time to practice, and encouraged to use strategies. Students were then observed using the presented strategies. Use of technology (ELs used iPhones to photograph resources they used) showed to what extent each EL understood and used the presented strategies. </p><p> Promising results showed ELs were able to understand, use, and adapt strategies, creating meaning for themselves as they acquired English vocabulary. PPVT and MLU testing showed increases and identified additional English words spoken. While this study included a small population, the findings point to strategy use for young ELs as promising. The potential application in classrooms could offer support for classroom teachers as they plan for more classroom diversity.</p><p>

<p> The purpose of this study was to explore policy as it exists amongst literacy professors working with linguistically diverse students in higher education. The goal of this study was to provide research-based guidance on how explicit and implicit policies are created and implemented within a higher education setting. This study explored the declared, practiced, and perceived language policies related to the literacy instruction of linguistically diverse students at a four-year, post-secondary institution. </p><p> The design was a qualitative, embedded case study. Semi-structured interviews of professors, a student diversity survey, and an artifact review were performed. Study results found that higher education&rsquo;s management of its program provided ample space for policy interpretation. Professor practices were influenced by their knowledge of teaching and influenced student learning. Also, although professors believed in improving student literacy, ideologies around power and bilingualism complicated this goal.</p><p>

<p>This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year. </p><p> Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students. </p>

<p> There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners. </p><p> This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the <i>Classroom Assessment of Supports for Emergent Bilingual Acquisition</i> (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations. </p><p> Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers. </p><p> Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds. </p>

<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> Over the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study&rsquo;s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.</p><p>

<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>