<p> This study investigated the correlation between oral English language proficiency, primary language use, and sense of efficacy by Chinese-speaking teachers using English medium of instruction (EMI) in Chinese university courses. Twenty-one Chinese EMI university teachers participated in the study by completing an online survey to find how these variables are correlated and to identify patterns in their perceptions about EMI preparation, student learning, and teaching behaviors. A quantitative method was used to calculate descriptive data and Pearson Correlation using SPSS 24.0, which revealed a moderate correlation between oral language proficiency and sense of efficacy for teaching EMI among Chinese university teachers. A qualitative method was used to analyze data for common themes and provided some support that EMI teachers&rsquo; perception of their oral proficiency levels and concern about their students&rsquo; English proficiency level influence their teaching behaviors and attitudes toward the effectiveness of EMI for learning content. Additional research would further address the gap in existing literature about how to attain, maintain, and develop an appropriate level of oral English proficiency for teachers to feel they are sufficiently capable of teaching EMI effectively.</p><p>

The retention of engineering students has received an abundance of attention in universities and scholarly literature. The National Academy of Engineering (NAE) reported, "Only 40-60 percent of entering engineering students persist to an engineering degree, and women and minorities are at the low end of that range" (p. 40). The retention of ESL (English as a second language) students in undergraduate engineering programs has not yet been comprehensively examined. The purpose of this study was to investigate the characteristics, retention rates, and GPAs of ESL students in an undergraduate engineering program. Furthermore, ESL students' retention rates and GPAs were compared to native English speaking students. This study utilized retention data and grade point averages (GPAs) to examine ESL engineering student retention and success. A secondary data analysis examined retention rates and GPAs for ESL students and the comparison group of native English speaking students. Percentages were used to compare retention data from ESL and native English speaking students, and t-tests were utilized to compare their GPAs. The findings of this study revealed that ESL students were retained at a higher rate and maintained higher GPAs compared to native English speaking engineering students. It is anticipated the findings of this study will provide a foundation for future research on ESL students. Based on the findings, researchers can have a basis for comparisons of ESL students' GPAs and retention.

<p> This study investigated the efficacy of the Read 180 program and its impact on upper secondary ELL students participating in the Read 180 program. The targeted population consisted of four 11^th and 12^th grade ELL READ 180 students attending a rural school with a school population of 884 students. To assess the effects of the Read 180 program, data was collected in regards to student reading, writing, speaking, and listening abilities from the beginning and the end of the 2017&ndash;2018 academic school year. Although this study was limited in duration and scope, it clearly shows that the Read 180 program had limited success in regards to student achievement in the areas of reading and writing. In addition, the data shows little to no progress for the target students in regards to listening and speaking. In addition, the study revealed that the students&rsquo; lack of a positive attitude in regards to the Read 180 program may have hindered student progress. Based on these findings, some pedagogical and teacher training recommendations are discussed, and a suggestion is included for future research. </p><p>

While much is written about the need for literacy and particularly functional literacy, the terms are rarely clearly defined from a linguistic perspective. This dissertation develops a concept of literacy consisting of graphological literacy, functional literacy, and the literacy of thoughtfulness. These three aspects are considered with reference to the US adult educational mandates of Americanization and empowerment. Theory is related to practice through the development of educational objectives for English as a Second Language (ESL) instruction with reference to the literacy neetiq (particularly writing skills) of intermediate level ESL adult students, primarily Mexican immigr-ants to Southern California. These ESL students, who may be seen as representative of other immigrants from developing nations to technologically advanced societies, often have limited first language [Ll] and second language UL21 literacy, but develop fairly high L2 oral communicative competence. The research considers the students' Ll literacy levels and uses, which of these can be transferred to L2, and what must be taught in L2. Furthermore how students' higher L2 verbal sIdIls interrelate with and can be exploited in the attainment of L2 literacy at all three levels is discusse4i The extent to which theory has been realized in practice (and practice has been informed by theory) is analyzed with reference to an experimental adult ESL literacy course taught to young adult Mexican immigrants in Santa Barbara, California. The final evaluation reviews the basic premises and the extent to which these have been substantiated, followed by implications of the project and possible areas for future research.

<p> The purpose of this qualitative case study is to investigate the characteristics of a sustained dual language campus as well as the contributions made by the schools building principal. The exploration of the principals driving emphasis in the school may give insight into how to continue to sustain a progressive dual language program, and the understandings a principal must have when leading a dual language school. </p><p> In-depth interviews were conducted to collect data from various teachers of at least five years of experience at the dual language campus as well as the building principal of said campus. A total of six teachers and one principal were interviewed once individually, then the teachers were broken into two focus groups of three members. The questions for the interviews were framed under a culturally relevant pedagogy model, then the responses were analyzed to form a new model of sustainability.</p><p> The results of this study indicate that building principals must critically reflect on some cultural aspects of the school, specifically: a reflection of cultural consciousness, a belief that dual language education is an equitable practice, and advocacy for students and high achievement are necessary. Leaders of dual language campus&rsquo; must validate the student&rsquo;s cultural wealth; this includes their role in the school, community, home and how language plays an important role in the functioning of the sustainability. Finally, principals should understand that the process of reflection and re-evaluation is constant and should continue as such.</p><p>

<p> The attainment of a college degree has long been a part of the American dream. For the English learner, however, reaching this goal is a task fraught with difficulty. Yet, as the participants in this study demonstrate, it is possible.</p><p> In this qualitative, phenomenological study of seven current community college students who graduated from a Southern California high school, not yet proficient in the English language, the researcher sought to identify the factors that both encouraged and discouraged their decision to pursue higher education.</p><p> This study collected original data on factors within the school setting, peers, family and personal characteristics that supported or discouraged the participant continuing their education past high school. To identify facets most significant in each of the three areas, the data is viewed through the lens of Bronfenbrenner&rsquo;s Ecological Systems Theory.</p><p> The English &ndash;only policy is viewed through the lens of the Critical Race Theory and student experiences highlight the restrictive nature an English only policy places on our state&rsquo;s English learner population.</p><p> Conclusions derived from this study point to the importance of adult and peer relationships in the adolescent&rsquo;s life, and the significance seemly small acts can have on the English learner&rsquo;s decision to continue on to higher education.</p><p> To support the English learner population, recommendations of primary language support upon entrance into the California school system, and the establishment of a bilingual single subject English credential for secondary English teachers is suggested.</p><p> Further recommendations include a standard practice for reviewing the English learner&rsquo;s language proficiency quarterly, research into what allowed the adolescent to reject negative perceptions of the peers may build upon the body of research into strategies to support the English learner. </p><p> Last, this study was limited to current community college students in the Southern California region. Research into English learners who went into a four-year university may develop findings that support or contradict this study and broaden the research base into school, peer, and family factors that encourage English learners decision to continue on to higher education. </p><p>

<p> This dissertation emerged at the intersection of collaboration, immigration issues, and language practices. Third-grade students started the school year with much difficulty to engage in academic content and language learning, mainly due to a lack of self-regulation which greatly affected the classroom dynamics. Drawing from Freire (1970, 1993), I believe in the importance of the process of conscientization, which is the critical understanding of the context around us and growing in awareness through reflection and transformative action, and the notion of critical literacy as the "reading of the word and the world" (Freire &amp; Macedo, 1987). The purpose of the study was to set conditions for students to engage in language learning in a collaborative participatory democracy classroom environment. The following general question guided but did not limit my study: How can I, as a teacher-researcher, and my third-grade students work so students become biliterate through collaboration and translanguaging practices? Participatory Action Research (PAR)/Research As Praxis (RAP) philosophy was both the methodology of the study and a fundamental part of my pedagogy. Two transformations: responsibility `<i>conciencia </i>' (consciousness) and language events progressed in three stages: the beginning-of-the-year stage; the settling-in-and-soaking-in stage; and the common-motto-and-`<i>mismo-barco</i>' (in the same boat) stage. As a result, both students and I were transformed. Students advanced in behavioral and emotional self-awareness, guiding dialogue, making group decisions, and solving conflicts. In their process of becoming biliterate, students stopped making translations and overcame the fear of speaking in English. They started using English and translanguaging practices as an authentic type of communication using their whole linguistic repertoire. I stood up for a symmetrical students-teacher relationship by democratically promoting participation without guiding and consciously balancing power relations permitting a more student-led classroom assembly time and conflicts solved by students. Some lessons I learned were: overcoming an initial na&iuml;ve thinking about participation, transforming to create the conditions for student participation in conflict resolution and decision-making, how I released myself from being the power figure and educated to make a good use of the power to participate democratically in conflict resolution and decision-making, the process of civic education, and biliteracy and translanguaging.</p><p>

<p> This quasi-experimental mixed-methods study investigated how integrating language arts and visual arts with history instruction affected high school English as a Second Language (ESL) student achievement and integrative thinking ability. This study had three objectives: (a) to collaboratively develop and implement a curriculum that integrated language arts and visual arts with history; (b) to measure that curriculum&rsquo;s impact on student achievement and integrative thinking ability; and, (c) to explain that impact. Two integrated units of instruction were developed by a team of four high school teachers representing three disciplines: history, English to Speakers of Other Languages (ESOL), and visual arts. The integrated instruction, which in this study was the intervention, was then implemented in the ESOL teachers&rsquo; classes. The comparison group consisted of students in other sections of the same ESOL teachers&rsquo; classes. The researcher collected, processed, and analyzed work samples, focus group interviews, grade data, state standardized test (SST) scores, World-Class Instructional Design and Assessment (WIDA) scores, and participants&rsquo; scores on the Evaluation of the Potential for Creativity (EPoC) assessment for measuring integrative thinking. The null hypothesis of the primary question is: There is no significant difference in performance on the EPoC instrument between the comparison and intervention groups. In addition to EPoC, other student achievement data was analyzed. Students in the integration group performed better on the instruments measuring other achievement data in English and history, but not significantly. However, the entire sample performed much better than the rest of the district and state. Collaboration may have contributed to the participants&rsquo; relatively high achievement. This study may inform school leaders and guide curriculum design at the site, as well as lead to larger studies to determine the effects of implementation of integrated curricula on secondary students.</p><p>

<p> This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the academic year. The dissertation focuses on four students, Luiza from Brazil, Camila from Chile, Q from Korea, and Kira from China as illustrative examples of the social environments that students have as well as trajectories of writing development. The focal students participated in three interviews throughout the year and written texts were also collected at three time points (at the end of the fall, winter, and spring quarters). Findings from the students&rsquo; social environments suggest that students tend to gravitate towards co-nationals in social settings. In terms of receiving writing support, students in the study relied primarily of colleagues and friends, followed by professors. Writing tutors and family members were sought out the least for writing support. Peers tended to be more accessible and approachable than professors, while professors were rated as more helpful than peers. In terms of the writing development of the students, this study focuses on clausal, phrasal, and lexical complexity. Findings from the textual analysis portion suggest that the writing of the focal students became more complex based on these measurements. In particular, students generally scored higher on the number of modifiers per noun phrase measure throughout the year, suggesting that their noun phrases were becoming more complex, although there were some deviations to this pattern. Also, students used more words from the academic word list and field specific jargon throughout the year. The implications of this study are relevant to writing professors, STEM professors, international student services, and the university as a whole.</p><p>

<p> An estimated 44% of secondary school English Learners (ELs) are immigrants. Some arrive in the United States with a rigorous academic education and often excel beyond most native-born students while others arrive without any formal education or having missed years of schooling. This second subpopulation of ELs is called students with interrupted or limited formal education or SLIFE. These learners have to work harder than their native English-speaking peers and even harder than their more literate EL peers to meet the same accountability goals because these students need learn a new language, develop literacy skills in the new language, and also master content area standards simultaneously. The problem that was addressed was that teachers&rsquo; low expectations and subsequent differential treatment of SLIFE may contribute to the lower graduation rates and achievement gap and between SLIFE, other ELs, and mainstream English-speaking students. The purpose of this qualitative phenomenological study was to examine high school content teachers&rsquo; perceptions of and expectations for their students who are classified as SLIFE. Participants are high school teachers in one school district in the Southeastern United States. Data were gathered through face-to-face interviews. The findings showed the difficulties faced by teachers trying to support SLIFE students in mainstream content area courses, but also revealed the willingness these teachers demonstrate to do whatever it takes to help all of their students. The data expressed a deep desire these teachers feel to be better equipped. Research is needed to determine what supports, research, and training experiences and efficacy are needed for planning and delivering instruction to their SLIFE students with the goal of both academic success and a positive acculturation experience. Further research is also needed to determine what, if any, institutional barriers exist and what can be done to remove them so that the teachers&rsquo; efforts will be facilitated, not hindered.</p><p>