The North Carolina Public Schools, like other schools in the southeast, have experienced phenomenal growth in their ELL student populations in the last 15 years. This fairly recent influx of ELL students raises questions about the extent to which the schools, and more specifically, the teachers, are prepared to meet the needs of their linguistically diverse students. Unfortunately, few studies to date have investigated how teacher education programs (TEPs) and professional development opportunities are addressing this aspect of teacher preparation. This dissertation addresses the lack of current research as it pertains to both TEPs and professional development experiences of middle school working in the North Carolina Public Schools. Using a mixed methods design that combined survey research with open-ended interviews of focal participants, the author revealed that teachers had had limited preparation experiences at both the TEP and professional development levels. However, those who had had these experiences overall did exhibit some capacity to adapt instruction and relate to their ELLs in positive ways. The preparation, however, also lacked sociolinguistic awareness and awareness about the theoretical foundations that underlie these practices. The author concluded by relating the findings to the current research and discussed recommendations and implications for TEPs and professional development in North Carolina and the southern context.

A large body of research exists concerning teaching students of Mexican background whose primary language is not English, who I call Potentially Biliterate Students (PBLs) in this study. The focus of the research around these students often addresses bilingual education, academic achievement, the impact of language policy, and segregation, among other areas. Yet inequalities still prevail when educating this group of students. Language policies such as Proposition 203 and House Bill 2064 in Arizona, which are not research-based, target this particular population -perpetuating inequalities that have been visible since the Mexican-American War of 1848. This dissertation is informed by sociocultural (Vygotsky, 1978) and sociocultural-historical (Rogoff, 2003) perspectives. Theories of second language (Krashen, 1982; Cummins, 1991; Collier, 1995) and the interplay with mathematics education (Moschkovich, 2002, Khisty, 1995) are also important components that frame my study. This study took place in two different third-grade classrooms, a mainstream and an English Language Development/Structured English Immersion (ELD/SEI), in an English-only environment. The school is part of a school district in southern Arizona where most students are of Mexican background. I employed ethnographic tools to address my research questions. The data sources of this study come from field notes from participant observations, video-recorded sessions, interviews (video- and/or audio recorded) with both teachers and students, and teachers autobiographies regarding their language and mathematics learning experiences, offering a rich source for analysis of the resources and classroom practices in the teaching-learning environment. This data allowed me to develop in-depth case studies for both teachers based on the nature of their classrooms. Thought the two case studies presented, I document how the sociopolitical-historical context and the teachers' training and professional development shape their classroom practices, language ideology, attitudes towards the subjects they teach, as well as their perceptions about their students and families; in particular around students of Mexican background. Additional research is needed to connect results similar to this study with the impact on students' outcomes and behavior, as also the impact on participation of the different school members -parents and other community members.

The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students’ reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.

The purpose of the study was to describe a family literacy program attempting to teach adult English language learners (ELL) the knowledge and skills that would allow them to support their children's learning at home. The methodology employed was a multi-case study. Fourteen adult participants were interviewed to gather information regarding the factors that influenced the adult participant's ability to support their child's learning prior to participation in the family literacy program. The study focused on the knowledge, skills and attitudes acquired in the literacy program and used to support their child's learning at home and the curriculum and instruction that the participants used to influence their child's learning. The methodology used to gather information included adult English language learner interviews, field observations, and contact analysis of lesson plans. The following conclusions were derived based on analysis of the data: 1. In the family literacy program that was studied, the only prior factor that appeared to influence the parent's ability to support their child's learning was the education level of the participant. 2. Pronunciation, conversation, listening, grammar and writing are are essential skills that ELL parents use to support their child's learning. Attitudes were directly affected by the participants' ability to master the English language in order to be able to guide their children through the U.S. educational system. 3. The curriculum supported the learning; however the instruction was vital to modeling the procedures for learning that the participants used to support their children's success in school. 4. Regardless of other factors such as marital status, occupation, and other variations in family background, all participants based their ability to support their child's learning on their own ability to master the English language.

Although awareness of cultural diversity is slowly occurring, the need for multicultural curricula is increasing more each day as even more ethnically and linguistically diverse students enter into United States classrooms. The education of English Language Learners is a controversial topic due to people's mixed beliefs on the amount of English and primary language instruction needed to aid students' English language development. Due to the shortage of bilingual teachers many English Language Learners in the Unites States are learning English through the regular education classroom instructed by monolingual English-speaking teachers. This case study implemented qualitative research methods in order to extend understanding of how a monolingual English speaking teacher can strategically incorporate Hispanic English Language Learner's primary language into the classroom setting and the teacher's experiences throughout this process. This case study will introduce a monolingual English speaking teacher to interventions that can foster the use of Hispanic English Language Learners' primary language in the classroom setting. The findings of this study include the experiences the participating teacher encounters throughout the intervention process. These findings include: heightened awareness, challenges, changes to interventions and enjoyment.

Thesis advisor: Maria E. Brisk / This dissertation analyzed how exemplary mainstream teachers of English Language Learners (ELLs) taught these students across contexts--English monolingual immersion and bilingual. The research for this study was grounded directly in the teaching practices of exemplary teachers for English Language Learners (ELLs). Teacher participants undertook inquiry into their own practices to provide the knowledge and information needed to assist other teachers in improving their practices with ELLs. The research in this case drew upon previous research in the area of professional knowledge and expertise. The major goal was to understand from a holistic viewpoint the successful teacher of ELLs--their backgrounds, knowledge and practices, and how these were mediated by teaching contexts--English monolingual immersion and bilingual. Using a constructivist grounded-theory design, four descriptive case studies were the focus of the dissertation. Using interviews, observations, recall sessions, and a focus group, each teacher was studied to determine their backgrounds both personally and professionally, teaching practices, and attitudes towards ELL students, in order to create a theory of what it takes to be an effective teacher of ELL students. The results suggest that certain background experiences can positively impact the teaching of ELL students: learning a second language, being immersed in a culture different from one's own, and an understanding of second language development. The results also indicated common patterns among the teachers' planning and preparation, teaching practices, and attitudes towards their ELL students. Commonalities in teachers' planning and preparation included the use of themes and units, language goals for their ELL students, knowledge of students' backgrounds, and preparation of exemplars and models. Commonalities in classroom practices included repetition of key vocabulary and phrases, prompting and coaching ELL students, thoughtful grouping and pairing, frequent check-ins with ELL students, and, in the bilingual context, use of the students' first language for learning and instruction. Finally, all of the teachers demonstrated common observable attitudes towards their ELL students such as kindness, sensitivity, and encouragement. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

Thesis advisor: C. Patrick Proctor / While the number of linguistically diverse students (LDS) grows steadily in the U.S., schools, research and practice to support their education lag behind (Lucas & Grinberg, 2008). Research that describes the attitudes and practices of teachers who serve LDS and how those attitudes and practice intersect with language and special education is limited (Klingner & Artiles, 2006). Despite varied teacher preparation coursework, all teachers are expected to educate LDS; therefore, it was essential for this study to investigate teachers' attitudes, coursework, and decision-making practices for and about LDS. Using a sequential explanatory research design (Creswell et al., 2003; Creswell, 2009), this study examines the language attitudes and coursework histories of sixty-nine inservice teachers. A subsample of nine teachers participated in an interview and responded to a case study dilemma about a LDS who struggled academically. Quantitative analyses reveal that teachers who completed language coursework reported strong positive language attitudes, compared to teachers without this coursework. Qualitative analyses, however, demonstrate a range of teachers' reflective judgment and desirable practices. Collective analyses of data indicate that teachers' positive language attitudes are predictive of desirable practices. Further, the interactions between teachers' reported knowledge, attitudes, and practice in two domains - language and special education - inform teachers' professional practice. Findings also indicate that teachers' professional practice, including collaboration, reflection, decision making, problem solving, and professional development, vary based on teachers' understanding of and attitudes about policy, assessment, and instructional practices. Most importantly, findings suggest that teachers' actual professional practice is inextricably linked to and contextualized in classroom, school, and/or district structures. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Lillie Richardson Albert / Currently, one of the most popular technology initiatives used in schools to prepare information- and technology-literate students is one-to-one laptop programs. However, limited research studies have investigated factors involved in laptop programs' integration process in schools from various participant perspectives by specifically focusing on ELL students and their needs. Through an ecological lens, this study investigated a one-to-one laptop program integrated into ESL classrooms in an urban middle school, which sustained the program for 6 years. The study included multiple perspectives of various school community members to capture an accurate account of factors necessary for the program's implementation and continuation. This study used a qualitative, single-case research design with exploratory purposes to investigate the multi-level nature of a one-to-one laptop program. Ecology was used as a lens to interpret data and show the relations between living (biotic) and nonliving (abiotic) factors in the program. In-depth data was collected through interviews, classroom observations, field notes, and archives. Collected data were analyzed through constructivist grounded theory using open, axial, and selective coding. The study demonstrated that multiple factors interact with each other and impact the laptop initiative in ESL classrooms. These factors and their interaction were visually represented as a conceptual model. Factors identified in findings were discussed under three main themes: financial, technical and leadership factors. Findings related to financial factors indicated that technical issues increased over the years due to the financial problems, which influenced the instructional use of laptops unfavorably and amplified doubts about the future of the program. Results related to leadership highlighted the importance of having multiple leaderships and allowing the participation of various school members in the decision making process. Results also showed that the federal mandates on achievement influenced the laptop program by changing the vision of the school from teaching with technology to improving instruction and achievement scores on standardized tests. Finally, findings emphasized the importance of including ESL leadership in the laptop program from the very beginning to adjust it to the needs of ESL students. Implications for teachers, administrators, educational researchers, policy makers, and future research are discussed. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Lillie R. Albert / Researchers have found that as students progress through school, the importance of language grows due to the content specificity that emerges, especially in the secondary grades, and due to the preparation of these students to enter adulthood once their schooling is completed. Even as students' instruction in various content areas becomes more in-depth and specialized, so does the terminology employed in the content. It is because of this specificity and union of language and learning that English-language learners' (ELLs') ability to comprehend and produce content-area academic language is crucial to their success. When questioning the quality of instruction ELLs are receiving in mathematics, the attention logically shifts to the pedagogical abilities of their teachers. However, historically, mathematics teachers have lacked language-acquisition knowledge and strategies necessary to adequately address the needs of linguistically diverse learners. In order to authentically promote and pursue quality mathematics education for all students, teachers of mathematics must be trained in recognizing the language demands of mathematics and in applying or developing strategies to address the nuances of the language in this subject area. The research in this study contributes to this work. This dissertation documents the effects of an intervention, woven into a secondary mathematics methods course and designed to prepare mathematics teachers to support ELLs' content and language learning. The study was based on the assumption that mathematics is much more than computations, and thus, requires a shift in the how the role of the mathematics teacher is viewed. Both qualitative and quantitative empirical evidence regarding the intervention's influence on the participants' attitudes and preparedness to teach the academic language of mathematics were generated. Twenty-nine students over the course of two years took part in this research. Five students from the second year were selected for an in-depth case study based on their range of experiences with learning other languages, interactions with linguistically diverse youth, and practicum placements for the subsequent spring semester. The larger group of preservice teachers was surveyed at the beginning and end of their enrollment in the course, and their course assignments were collected. In addition, case-study participants were interviewed at the start and completion of the semester, and their practicum-office submissions were examined. A framework to encourage pupils' acquisition of mathematical academic language is proposed. Essential outcomes indicate that the intervention not only affected the participants' beliefs and attitudes towards their own preparedness for teaching ELLs in mainstream mathematics classes, but also it imparted concrete strategies for the modification of teaching and learning experiences in the preservice teachers' future practices. The results of this study correlate to existing literature regarding linguistically responsive pedagogy and extend this theory by integrating language-acquisition strategies throughout a content-methods course for the middle- and high-school levels. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

No description available.