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Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs. The first chapter of the dissertation reports on a review of 21 articles conducted to address best practices for evaluating culturally and linguistically diverse (CLD) learners, evaluator self-efficacy, and recommendations for conducting culturally competent assessments and evaluations. The majority of the articles identified in this review focused on recommendations for best practices for conducting evaluations rather than reporting empirical findings related to the topic. Only one study was identified that focused on appropriate training needed by evaluation staff to effectively discriminate between language difference and a disability. Based on the findings of this review, additional research, using a rigorous methodology is needed. Addressing that need, the second chapter reports the results of a study conducted to examine the effectiveness of Project PEAC3E (Preparing Evaluators to Accurately Conduct Culturally Competent Evaluations), a reform-oriented professional development model, using case-based activities designed to increase evaluators' sense of self-efficacy, cultural competence, and the accuracy of evaluator eligibility decisions for English language learners (ELLs). The study found that Project PEAC3E was effective in increasing evaluator self-efficacy.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2019 / This study explores the handling of grammatical structures by the Limpopo Province (LP) English First Additional Language (EFAL) teachers in the Further Education and Training (FET) phase. The problem is that the majority of English language learners’ language proficiency and accuracy are not at an acceptable level. This problem also brings into close scrutiny, the quality of teaching and learning that takes place in English language classrooms, and in particular, the effectiveness of teaching grammar structures in EFAL. The research design was exploratory and the approach was qualitative. A selected number of EFAL FET grammar teachers and English Language Curriculum Advisors (ELCAs) in the LP participated in the study. The study was underpinned by an integration of Behaviourism, Mentalism, Cognitive, and Universal Grammar theories. The study findings indicate some learner language interlanguage and grammar permeability, as well as inadequate handling of grammar knowledge and grammar learning assessment.

Research shows academic literacy is a challenge for students classified as Long-Term English Language Learners (LTELLs). In the pseudonymous Windy Desert School District (WDSD), there are 17,365 students classified as LTELLs. Of these students, the majority are falling short of English academic literacy goals on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) test and 67% do not graduate from high school. This quantitative study examined the predictive relationship between ACCESS English language proficiency subscale scores in the language domains of speaking, listening, reading, and writing and course semester grades in English 9, English 10, and English 11. This longitudinal study, informed by theorists Cummins and Krashen, followed a cohort of 718 Grade 9 students for 3 years (2012-2015). Of the 718, only 161 participant data sets were valid for the final ordinal logistic regression analysis. ACCESS subscale scores in speaking, listening, reading, and writing comprised the predictor variables and English course semester grades comprised the criterion variables. Results revealed that LTELLs' ACCESS subscale scores in listening, reading, and writing were significant predictors of their English course grades whereas speaking scores were not. For each predictor variable, a 1-unit increase in the predictor decreased the likelihood of receiving a lower grade in the course. Social change can result from the WDSD using ACCESS results to create and implement effective instructional programs that develop LTELLs' proficiency in the language domains found significant in predicting their academic grades, thereby increasing their language proficiency, academic grades, and graduation rates over time.

This applied dissertation provides insight into the various factors affecting persistence and transition to college-level courses for students learning English for academic purposes (EAP). An influx of immigrants who want to continue their postsecondary studies has affected the programs serving EAP students in United States. Scholars have identified some factors that influence persistence and success of immigrant students at postsecondary institutions such as cultural and educational norms, curriculum and career support, and academic and social interactions. A qualitative approach with a multiple case study analysis allowed in-depth exploration of the factors affecting college course enrollment of EAP students. The researcher interviewed 10 participants who represented the student population enrolled in the EAP program. From these individual case analyses, the researcher identified strategies that could enhance retention and transition to college courses of EAP students. The researcher used NVivo qualitative data analysis software to gain a deeper understanding within textual categories and structural themes as well as to ensure thoroughness and reliability. The results of this study suggest that enhancement in both academic and social integration and curriculum and career support can assist EAP students in their transition to college courses.

The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.

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To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.

This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson & Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen & Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.