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The purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the policy of the No Child Left Behind Act (NCLB) (2001) with the pedagogy of the English as a Second Language (ESL) and content area teachers, and the practices employed by teachers to enable students to acquire a second language in an academic setting. This enabled the researcher to examine the contextual framework of a large urban school and factors converging to help Latino ELLs learn academic English to succeed in high school. By reviewing the policy, pedagogy, and practices used in this school, I observed the connectedness of an entire school and the relationships fostered by students and faculty to support a learning climate for ELLs. The findings of this study show that the sociocultural environment and the educational experiences play a significant role in the adaptive process of learning a second language for Latino English language learners. Pedagogy that was built on respect for the Latino English language learners' cultural identity, linguistic abilities, and critical thinking skills helped learners become actively engaged, and facilitated learning in the second language that was academically rigorous. The practices of caring teachers enabled them to serve as advocates for ELLs, helped forge relationships of respect and trust, and encouraged Latino ELLs to succeed academically as they navigated the high school environment. / Ph. D.

The past decade has seen a significant increase in the emergence of English Language Learners (ELLs) in the United States. Nationally, a disparity in achievement exists between ELLs and non-ELLs. Relatedly, this problem was evident in a northeastern school district, where ELLs had not made Adequate Yearly Progress 2 years in a row. The purpose of this study was to examine how much time English as Second Language (ESL) teachers spend on a variety of best instructional practices. Constructivism, Vygotsky's zone of proximal development, and Tomilinson's differentiated instruction were the frameworks used to guide this research. A within-group design was utilized to identify how much time 25 ESL educators spent on 5 types of instructional practices. The Survey of Instructional Practices for ESL/ELD Teachers for Grades K-12 was used to collect data. A 1-way analysis of variance revealed statistically significant differences between the amounts of time ESL teachers spent on the 5 instructional practices. The greatest time was spent on individualized instructional activities and a variety of educational tasks. Less time was spent on small group activities, and the least amount of time was spent on inquiry-based activities and technology activities. Findings supported the creation of a professional development for ESL teachers at the local site focusing on (a) best instructional practices for teaching ESL students, (b) professional learning community network of support, and (c) resources to support educators in their lesson planning of instructional activities. The study findings and culminating project may positively affect social change by improving ESL instruction at the local site and ultimately decreasing the disparity in achievement between ELL and non-ELL students.

The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream class - and determine if there was a difference in their levels of achievement based on placement. Unlike other academic courses, science incorporates its own terminology that can be difficult for even mainstream non-ELLs to understand. With the goal for English Language Learners to develop scientific proficiency, ELLs must gain an understanding of science substance and practice exploratory propensities for the brain. This is unthinkable without an understanding of science vocabulary. The researcher examined the following variables as they related to ELL student achievement in science: Cognitive Academic Language Proficiency (CALP), attendance, class size, teacher-student relationship, teacher competency in ELL strategies, instructional strategies, parental involvement, study habits, immigration requirements, age (demographic variable), and gender (demographic variable). Data were gathered using observations, face-to-face teacher and administrator interviews, document analyses of teacher lesson plans, a student survey, and a student focus group. The sample of students consisted of 30 students - 9 students in mainstream science classes and 21 students in sheltered ESL science classes. Students were chosen to participate in the study based on their Assessing Comprehension and Communication in English State-to-State (ACCESS) scores. Study participants had a composite score of between 3.0 and 4.9 on the ACCESS test. Study participants’ nine weeks grades, along with other data, were compared to determine if class placement made a significant difference in ELL student achievement in science. The results revealed that students in sheltered ESL science classes achieve at higher levels than those in mainstream classes. While all except two study participants in sheltered science classes met or exceeded proficient as defined by this study (75% or higher), only three study participants in mainstream science classes met or exceeded proficient. An analysis of students’ overall nine weeks grades in biology and physical science revealed that ELLs in a sheltered setting average a 45% higher grade than those in a mainstream setting in biology and a 14% higher grade than those in a mainstream setting in physical science.

Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties.

xvi, 225 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) the functional behavior assessment (FBA) strategies to identify the function of the target behavior, (b) evidence-based effective reading instructional approaches, and (c) responsiveness to cultural perspectives of teachers and students. A combined single-subject research methodology documented a functional relationship between implementation of the function-based intervention and decreased problem behaviors. The findings revealed the potential to increase academic engagement and reading performance for the students by following a behavior support plan based on effective reading instruction and tasks modified to accommodate students' academic needs. The study emphasized cultural responsiveness of the intervention plan and implementation. Despite several limitations, this experimental research incorporated culture into behavior and academic support as well as into the research designs. In future application, cultural responsiveness among professionals will be a key element to ensure that future intervention support will meaningfully change the lives of students and will be sustained over time. / Adviser: Robert Homer

This session will present the preliminary findings from a research designed to determine the efficacy of a validated instructional routine on the mathematics and vocabulary acquisition of English language learners with developmental disabilities using word problems based on Common Core State Standards (CCSS). Learner Outcomes: • To learn several techniques on how to integrate vocabulary supports in mathematics instruction; • To learn components of an intervention package designed to increase math and vocabulary outcomes for students with ELL and DD; and • To understand how careful selection of vocabulary and sequencing of problems can help ELLs with DD attain a higher proficiency in English and mathematics.

This two-year action research project discusses the transitions that English Language Learners (ELLs) experience in moving from remedial second language learning to content-area courses. Two cohorts of twenty-seven ELL students from Asia, Africa, and the Middle East—fifteen students in 2015-16 and twelve in 2016-17— participated in a U.S. History course while attending the pseudonymous West Ackerly High School. Absent a pedagogical bridge connecting ELL instruction with social studies practice, I created a curriculum that emphasized the democratic principles embedded in the Declaration of Independence and the Constitution—concepts that general education students have known almost from birth—as an entry point for ELL students who lacked any knowledge about these documents. I followed this introduction with thematic choices about immigration, imperialism, Westward Expansion, the Civil War, Reconstruction, civil rights, and current events. We examined the social construct of race, and how it weaves through American society. My combined roles of practitioner and researcher created a unique awareness of the principles of second language instruction, especially best practices and co-teaching strategies that merged language learning and content instruction. I then evaluated students’ critical thinking and teachers’ methods of working with ELL students, experienced the value associated with co-teaching, and developed practical techniques to bring content knowledge into the ELL curriculum as a way to aid students in their transitions. In two journal articles (Chapters Three and Four), I combine “scholarship and story,” reminiscent of Ladson-Billings’ The Dreamkeepers (2009), in a personal scholarly narrative about co-teaching U.S. History. Both Ladson-Billings’ narrative and the stories about the West Ackerly immigrant students describe the struggle that children of color experience. My reflections about co-teaching revealed innovative ideas that emerged from our practice, helped us better understand the backgrounds of our students, explored best practices for ELL instruction, and showed how an adapted mainstream U.S. History curriculum could work for second language learners. The second article describes Socratic Seminar techniques that contribute to students’ learning and discourse development, with scaffolded instruction that incorporates the application of Common Core principles based on the work of Zwiers, O’Hara, and Pritchard (2014). I describe a thematic approach to U.S. History instruction that avoids “covering” all the material while highlighting what students need to know in order to function in American society. Hopefully, this work will bring greater awareness of the struggles experienced by ELL students in their academic and cultural transitions. In the end, I hope secondary teachers and administrators will understand that ELL students require extensive skill development around reading, writing, and research in order to transition into—and then successfully navigate—content-area classes.