The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers&rsquo / practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, second, third, fourth and fifth grade English classrooms. Data was collected through interviews, observations and relevant documents. Findings show that teachers use a variety of different alternative assessment methods and tools with varying degrees of regularity and effectiveness. Teachers believe that alternative assessment shows learning and interaction between thinking and learning, emphasizes the student as an individual and encourages active and autonomous learners. They also believe it promotes differentiated learning, clarifies expectations and motivates learners and teachers. Teachers believe that alternative assessment has a positive impact on the learning process and outcomes, as well as on the affective and cognitive development of the students. Six classroom implementation factors were determined to impact on the use of alternative assessment in the classroom: language ability, cognitive ability, planning, time, training and classroom environment.

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This report highlights and explores research surrounding a variety of interventions used in the elementary and secondary mathematics classroom for English Language Learners. Topics discussed include ways to motivate English Language Learners, the use of successful teaching strategies, allowing the use of code-switching, and the use of one-on-one tutoring. Though some interventions used in the research are utilized in the elementary mathematics classroom, they are also widely used in secondary mathematics classrooms. A short discussion regarding the use of such interventions in the secondary mathematics classroom is also included. / text

The purpose of this study was to examine the effects of job-embedded professional development, with coaching, on teachers' of ELLs content knowledge and instructional practice in the area of reading and how teachers perceived this type of professional development. Professional development in reading was provided to first grade teachers of English Language Learners at one urban elementary school. The following research questions guided this study: (a) How does job-embedded professional development in reading influence individual teacher's knowledge about reading instruction for English Language Learners? (b) How does job-embedded professional development in reading influence individual teacher's reading instruction for English Language Learners? (c) How do teachers perceive a job-embedded approach to professional development in reading instruction? This study employed a mixed methods design using both quantitative and qualitative data to allow for a comprehensive examination of the phenomenon from various perspectives. Results indicate that teachers changed their content knowledge and instructional practices, and perceived the training as beneficial. Job-embedded professional development offers an effective method for delivery of professional development to teachers of ELLs that meets their diverse learning needs and varying levels of content knowledge and experience. / text

This report discusses the current climate within mainstream content–area classrooms for English language learners (ELLs), and how academic and linguistic supports can improve the success of ELLs in school endeavors. The first section of this paper highlights these four aspects of instruction: comprehensible instruction, academic rigor, culturally relevant pedagogy, and teacher/student relationships, in order to create an academically and linguistically supportive classroom. The second section translates research and theory into practice, providing activities that promote both academic and linguistic development for all students by involving listening, reading, writing and speaking instruction. / Foreign Language Education / text

Many students in an allied health program at a Middle Eastern Arab university were experiencing difficulties with courses taught in English, resulting in poor academic achievement, low grade point averages, a high failure rate amongst its first year students, and an adverse impact upon a future skilled and educated work force for the region. Tinto's theory of institutional action for students' success served as the conceptual framework for the inquiry that used a qualitative explanatory case study method to examine the experiences of those students who were facing difficulties with their studies. To address questions about why students were failing and leaving the school and how the institution might remedy this educational problem, the study employed initial and follow-up interviews and reviews of academic records and portfolios of 6 currently enrolled or recently graduated students over age 21, who volunteered to participate. Content and thematic analysis of the collected qualitative data produced findings indicative of lack of college readiness among students and gaps in institutional practices such as remedial methods for the unprepared students. Based on the study findings, a policy recommendation for improving the educational practices was introduced to support building a better educational environment at the school. The positive social change implications of this study are not only limited to establishing programs to support the students' success and improve retention rates at the institution but also may include the establishment of more effective approaches to the reform measures of the educational system in the country.

This study focuses on a secondary school in an Indian-African suburb of Merewent in KwaZulu-Natal, an example of a suburban school where English as a Home Language (EHL) is taught to a majority of non-native English learners from township schools. The EHL classrooms were investigated for ‘communicativeness’ and then compared to English as a Second Language (ESL) classrooms. It might be expected that EHL classrooms would exhibit an affinity with ESL classrooms. However, although non-native EHL has many aspects in common with ESL, there were significant differences between the two. The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of settings to take full advantage of CLT, which suggested that the learners might not be at the appropriate level of language development.

This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.

A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library. The author suggests that undergraduate students engage in informal learning and information sharing as many ‘adult learners’ do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students’ informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners.

The disproportionate representation of minority students in special education programs has been a problem for over forty years. Factors contributing to minority overrepresentation include the lack of primary prevention, inappropriate language and educational assessment, over-referral of minority students for suspected learning difficulties, duration of enrollment in language support services [i.e. English as a Second Language instruction (ESL)], and lack of cultural and linguistic knowledge by K-12 teachers, specialists, and administrators. The goal of the investigator was to determine pertinent placement factors used by Multidisciplinary Educational Team (MET) members when deciding whether or not to place Latino English Language Learner (ELL) students in special education for a suspected specific learning disability (SLD). Identification of such factors may elucidate why some ELL students are inappropriately placed in special education for a SLD while others who need services are not. The investigator also willdetermine the extent special education eligibility determination was based on standardized achievement test scores, Intelligence Quotient (IQ) test scores, IQ-achievement discrepancy criteria, and qualitative data such as MET report data.