This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009. / This research focuses on the language repertoire, patterns of language use and language preferences of learners from Afrikaans homes, who are registered in the English first language classes in a particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such learners and the context in which their linguistic identity develops may contribute to a perceived process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of language choice and language use of the selected group of learners across various domains, notably at home, with relatives, at school, with peers and in their religious communities. Data from various sources is presented and discussed in detail to illustrate the variety of language skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an impression of how multilingual a given section of the local high school population is. The profile tests whether home language or academic language has a greater influence on the later language choice of learners whose parents use Afrikaans as home language and who have English as LOLT, meaning that these learners possibly possess considerable skills in at least two languages. The data was collected by means of limited access to school records, questionnaires filled out by learners, interviews with a number of learners and a couple of parents of such learners. This gives a very good impression of which languages learners know, which they used most, which they prefer where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons given by learners and parents for their selection of one or more of the various community languages in the different domains. Consideration is given to the possible accommodation of these learners as first language users of English which is largely a second language in the community, by other community members and institutions such as school and church. The critical interest of this thesis is to determine the nature and extent of perceived language shift in this selected community of learners at a particular Western Cape high school, and to consider whether such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community that historically had a strong Afrikaans identity.

This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated. The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities. To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups. The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points. It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.

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No description available.

This thesis was written in hope that it will serve as a stimulant to spur innovative ideas in EFL teaching and learning in Taiwan.

No description available.

This project analyzes interactive dialogue journals of first grade students who have been identified at different levels of English language proficiency.

This project is a discussion of the continuing need to address gender issues while teaching core curriculum in English classes at the secondary level.

A descriptive study was conducted using a modified approach to Guided Reading and Mini-Shared Reading to improve the reading comprehension levels of bilingual second graders in their second language, English.