As the practice of social justice in traditional schools becomes embedded in the discourse of educational settings (Theoharis, 2007), school leaders are increasingly being required to practice social justice leadership by identifying and initiating practices that engage students from diverse and under-served backgrounds. The purpose of this study was to identify the leadership practices of six former and current principals who have led National ESEA Distinguished Schools (formerly National Title I Distinguished Schools) in the United States. These principals work with diverse student populations that typically struggle to make academic gains and meet state standards. As such, this study sought to delve into the leadership practices of Title I principals. By understanding the leadership practices in which these principals engaged, and how consistent these practices are with the principles of social justice, a model of social justice leadership can be postulated for consideration. A qualitative research methodology, in-depth phenomenological interviews (Seidman, 2013) was used. Open-ended questions were posed during the semi-structured interviews of the principals. The findings in this study provide details on what actions six Title I principals from districts across the United States took to lead their schools to National ESEA Distinguished School status. These social justice leaders address the social structures of oppression, privilege, and opportunity that can deprive marginalized student groups from access to educational opportunity. Principals reported that the actions they took to ensure equity and fairness were around creating safe and orderly learning environments, professional learning communities, and professional development for staff. / Doctor of Education / This study will provide insight into the leadership practices of Title I principals and how they successfully led Title I schools and gained national recognition. The National Elementary and Secondary Education Act (ESEA) Distinguished Schools (formerly National Title I Distinguished Schools) Programs recognizes schools for their growth in student academic achievement. The purpose of this study was to identify the leadership practices of these principals and to understand how consistent these practices are with the principles of social justice leadership. The target population of the study was principals from six Title I schools who obtained National Distinguished ESEA School status. These principals work with diverse student populations that typically struggle to make academic gains and meet state standards. Each principal participated in a 60-minute, semi-structured interview. The purpose of the interview was to uncover and encapsulate a person's experience (Seidman, 2013). The analysis of the experiences of these leaders provided a lens that other school leaders might consider to improve their leadership practice. The data analysis indicated that these social justice leaders address the social structures of oppression, privilege, and opportunity that can deprive marginalized student groups of access to educational opportunity. Principals reported that the actions they took to ensure equity and fairness were around creating safe and orderly learning environments, professional learning communities, and professional development for staff. Findings from the study indicated more research is needed on the practices of social justice leadership.

The aim of this dissertation is to analyze the linguistic development of Lithuanian children adopted to Italy focusing on the expression of action (and state) as one of the most important communicative tasks; to define the stages of acquisition of Italian as a second language, the speed with which the stages occur and the factors that influence it; to investigate the position of Lithuanian in the linguistic repertoire of the adopted children. In order to achieve these goals a sociolinguistic survey of adoptive parents has been conducted, adopted children have been observed for a year after the adoption, spontaneous speech data were collected of one selected child, the data then has been transcribed and annotated for analysis with the program CHILDES, a detailed analysis of the expression of action / state has been conducted. Summarizing the results of the research, the dissertation confirms that the adopted children rapidly acquire the new language (L2), they reach a very high level of linguistic quality, comparable to that of the native speakers, even though their acquisition is completely (or mostly) natural and not formal. The expression of action / state starts by using pragmatic principles and gradually passing to the grammatical ones whereas the grammar is acquired in a typical evolving sequence. Even the second language acquisition of the older adopted children has some similarities with the children’s mother tongue acquisition (L1). Age is not the major factor that... [to full text] / Šios disertacijos tikslas – ištirti iš Lietuvos į Italiją įvaikintų vaikų kalbos raidą po įvaikinimo, didžiausią dėmesį skiriant veiksmo raiškai, kaip vienai svarbiausių komunikacijos tikslų; nustatyti antrosios, italų, kalbos įsisavinimo etapus, spartą ir ją lemiančius veiksnius; išsiaiškinti lietuvių kalbos padėtį įvaikintų vaikų kalbiniame repertuare. Šiam tikslui pasiekti buvo atlikta sociolingvistinė įtėvių apklausa, metus laiko po įvaikinimo stebėti vaikai ir rinkti tyrimui pasirinkto vaiko spontaninės kalbos duomenys, kurie vėliau transkribuoti ir užkoduoti analizei pagal programą CHILDES, atlikta išsami veiksmo / būsenos raiškos raidos analizė. Apibendrinant atlikto tyrimo rezultatus, disertacijoje pagrindžiama, kad įvaikinti vaikai itin sparčiai įsisavina naują (K2) kalbą, jie pasiekia labai aukštą, gimtakalbiams prilyginamą, tikslinės kalbos kokybės lygį nepaisant to, kad jų kalbos įsisavinimas yra vien tik (ar daugiausia) natūralus, o ne formalus. Veiksmo raiškos raida vyksta palaipsniui nuo pragmatinių principų pereinant prie gramatinių, o gramatika įsisavinama tipiškai, sudėtingėjančia seka. Net ir vyresnių įvaikintų vaikų antrosios kalbos įsisavinimas turi tam tikrų panašumų su mažų gimtakalbių (K1) vaikų raida. Amžius nėra pagrindinis veiksnys, leidžiantis įvaikintiems vaikams greitai ir sėkmingai įsisavinti naują kalbą. Didžiausią įtaką turi tarptautinio įvaikinimo situacijoje palanki kalbinė aplinka. Per metus naujoji kalba tampa visai ar beveik vienintelė... [toliau žr. visą tekstą]

Notre recherche a pour objectif d’interpréter les erreurs de productions écrites chez les apprenants militaires coréens lors de leur apprentissage du français. Actuellement, au sein de d’École Militaire Académique en Corée du Sud, l’enseignement de la grammaire française occupe encore la place la plus importante, même si une certaine approche communicative dans la didactique des langues étrangères commence à faire sont apparition. Dans l’approche communicative, deux compétences (orale et écrite) sont prioritaires lors de l’enseignement / apprentissage des langues étrangères. Mais du fait de certaines difficultés liées à la distance entre la France et la Corée du Sud et à l’organisation actuelle de l’enseignement à l’École Militaire Académique, notre recherche n’a pu porter que sur l’analyse des erreurs à l’écrit ainsi qu’à leur remédiation.Notre travail s’articule en trois parties. La première repose sur la présentation de la situation atuelle de l’enseignement / apprentissage du français à l’École Militaire Académique de l’Armée de Terre. Une enquête menée auprès des élèves officiers nous permet d’aborder leur motivation et leur attitude face à l’apprentissage du français et d’observer comment leur est actuellement enseignée le français dans cette école. La deuxième partie est consacrée à la théorie et à la méthodologie fondée sur les recherches de la langue de l’apprenant. Nous nous proposons de retracer l’itinéraire des recherches comparatives en commençant par l’analyse contrastive jusqu’à l’étude de l’interlangue. La troisième partie porte sur l’analyse des données de façon détaillée pour élucider les difficultés linguistiques intraphrastiques et textuelles rencontrées dans la production écrite par les apprenants militaires coréens en situation d’apprentissage du français au niveau intermédiaire.Cette analyse nous permet de mieux comprendre le processus d’apprentissage du français chez les apprenants militaires et de réfléchir aux améliorations qu’il convienrait d’apporter à l’enseignement du français dans l’École Militaire Académique. / The objective of our research is to interpret the types of errors made in written documents by Korean junior officers studying French. In the South Korean Military Academy for the Army French grammar is the most important part of the syllabus, though now more importance is given to communicative aspects of language training than previously. In communication the two competences (written and spoken) are both priorities in foreign language training. The organization of language training in the South Korean Military Academy for the Army and the distance between France and South Korea means our research has concentrated on the analysis of errors in written communication and ways to improve these.This work is in three parts. The first examines the current situation with language teaching at the South Korean Military Academy for the Army. This allowed us to follow the motivation and attitude of students learning French and to find out how it is taught in this school. The second part concentrates on the theory and methodology based on language research for learners of the language, using comparative research and starting with comparative analysis of the study between languages. The third part analyses in detail the linguistic difficulties in written French (both text and structure) encountered by intermediate level students at the South Korean Military Academy for the Army.This detailed analysis allows us to better understand the learning process for French language by these students at the South Korean Military Academy for the Army and to propose areas for improvement in the teaching of French.

Sammanfattning Att kunna identifiera och förstå olika varieteter av målspråket är en grundläggande förutsättning för att andraspråksinlärare av svenska ska kunna bli fullständig deltagare i dagens flerspråkiga svenska samhälle. Den här studien har till syfte att explorativt undersöka vuxna andraspråksinlärares tillägnande av kunskaper i språklig variation vad gäller modersmålssvenska och andraspråkssvenska, samt deras sociolingvistiska medvetenhet. Detta testas och analyseras genom olika moment i ett lyssnarexperiment, dvs. hur L2-lyssnare bedömer olika talare, hur de förklarar sin bedömning och hur de uppfattar sig själva jämfört med olika talare. En bakgrundsenkät används för att samla in information om språklig erfarenhet och koppla den till L2-lyssnarnas bedömningar. Resultaten pekar mot att studiens L2-lyssnare varierar väldigt mycket vad gäller kunskaper i variation, och vissa lyssnare verkar även ha helt identiska bedömningar med modersmålskontrollgruppen. Studien har däremot inte kunnat påvisa någon korrelation mellan språklig erfarenhet och L2-lyssnarnas bedömningar. Det presenteras möjliga tolkningar av och förklaringar till vad som kan ha påverkan på L2-lyssnares kunskaper. / Abstract Being able to identify and understand different varieties of the target language is a fundamental condition for learners of Swedish as a second language in order to gain full language proficiency and become a participant in today’s multilingual Swedish society. The present study is an explorative investigation of how adult second language learners acquire knowledge of native and non-native variation in Swedish and of sociolinguistic awareness. A listening experiment is used to collect and analyse data in three steps, i.e. how L2 listeners judge different speakers, how they explain their judgements, and how they perceive their own Swedish compared to different speakers. A questionnaire is used to collect information about language experience and to find correlations between this and L2 listeners’ judgements. The results indicate that L2 listeners’ knowledge of variation varies to a great extent, and that some of them seem to have identical judgements to the native control group. The data in this study does not support that there are any correlations between L2 listeners’ language experience and judgements. Possible interpretations and explanations of what can affect L2 listeners’ knowledge are presented as well.

Negli ultimi 70 anni, c'è stato un incremento degli studi e ricerche inglesi sulle collocazioni (Firth 1957; Hoey, 2005; Moon, 1998b; Sinclair 1991; 2004; Stubbs, 1996; 2001), i quali hanno evidenziato che la fraseologia è pervasiva alla lingua (Altenberg, 1998; Biber et al., 1999; Cowie, 1991; 1992; Howarth; 1998). Questo indica anche che una buona padronanza delle collocazioni è necessaria se i discenti mirano a raggiungere una fluidità simile a quella di un nativo nella L2. Infatti, la ricerca sulla produzione di linguaggio formulaico da parte degli apprendenti ha dimostrato che le collocazioni sono essenziali nell'acquisizione della lingua seconda (Cowie, 1998; Pawley & Syder, 1983; Peters, 1983) e sono una componente chiave per lo sviluppo della "fluency" (Ellis, 2002; 2003; Ellis et al., 2015; Howarth, 1998). Nonostante il maggior numero di studi sulle collocazioni, la maggior parte degli studiosi si è concentrata su dati scritti e su un insieme ristretto di combinazioni, come le collocazioni verbo + sostantivo. La scarsa disponibilità di corpora orali di discenti e la maggiore attenzione per le sequenze formulaiche più soggette a errori hanno portato i ricercatori a trascurare collocazioni come avverbio + aggettivo. L'intensificazione è una parte intricata dell'apprendimento delle lingue straniere (Lorenz, 1999) e merita ulteriore attenzione, soprattutto per quanto riguarda i dati parlati, che riflettono meglio il linguaggio dei discenti (Myles, 2015). Il presente lavoro indaga le collocazioni di avverbi + aggettivi in un corpus parlato di recente compilazione di studenti italiani avanzati di inglese L2. La tesi adotta un approccio di Analisi Interlinguistica Contrastiva (Granger, 1998) per verificare se: a) ci sono differenze tra la produzione di collocazioni degli studenti italiani di inglese rispetto ai coetanei madrelingua; b) ci sono differenze tra le collocazioni prodotti dagli studenti italiani e quelle dei madrelingua in termini di modelli sintattici e significato lessicale; c) la congruenza della L1 ha un effetto di trasferimento sulla produzione da parte dei discenti di collocazioni poco frequenti e/o non attestate. Per rispondere alle tre domande di ricerca, sono state condotte analisi quantitative e qualitative sull'Italian Spoken Learner Corpus (ISLC) e sul corpus gemello di LINDSEI, LOCNEC. LOCNEC è stato utilizzato come corpus di riferimento di madrelingua per il suo alto livello di comparabilità con ISLC. Per le analisi quantitative, è stato seguito l'approccio di Durrant e Schmitt (2009) per il calcolo dei punteggi delle misure di associazione delle collocazioni (t-score e MI) sulla base del corpus di riferimento BNC e le collocazioni sono state poi divise in tre categorie in base al loro punteggio: collocazioni (t-score e MI maggiore o uguale a 2 e 3 rispettivamente), collocazioni infrequenti/non attestate (t-score e MI non disponibili a causa dell'infrequenza), collocazioni in area grigia (t-score e MI inferiore a 2 e 3 rispettivamente). I test T-test e Wilcoxon rank sum test sono stati utilizzati sulle collocazioni estratte da ISLC e LOCNEC e sono state calcolate le dimensioni degli effetti. Inoltre, i test sono stati impiegati per valutare i valori medi individuali di t-score e MI degli studenti e dei madrelingua. Per quanto riguarda le analisi qualitative, è stato impiegato uno schema a tre livelli per analizzare due serie di collocazioni: la prima serie comprende 11 collocazioni con t-score e MI maggiore uguale a 2 e 3 rispettivamente e una frequenza di 5 nell'ISLC; la seconda serie comprende 9 collocazioni infrequenti/non attestate con una frequenza maggiore o uguale a 2 nell'ISLC. Seguendo lo schema, i due set di collocazioni estratti sia dall'ISLC sia dal LOCNEC sono stati analizzati tenendo conto del loro background collocativo (etimologia, livello CEFR, congruenza L1), delle variabili del discente (sesso, esperienza di soggiorno all'estero, corso universitario, altre lingue), e delle variabili testuali (funzione attributiva vs predicativa dell'aggettivo, pronomi vs it-sentences, tempo verbale, affermativo vs negativo, connotazione positiva vs negativa). I risultati dei test statistici sono stati tutti significativi con effect size medio-grandi e, insieme alle analisi qualitative, hanno indicato che: gli studenti italiani di inglese producono un minor numero di collocazioni; un maggior numero di non-collocazioni; le loro combinazioni sono meno collocative di quelle dei madrelingua (ovvero, i loro punteggi di misura delle associazioni sono in media più bassi di quelli dei nativi); non ci sono differenze marcate in termini di modelli lessico-grammaticali tra le collocazioni degli studenti e quelle dei madrelingua, ma gli studenti tendono ad assegnare alle loro collocazioni funzioni più creative dal punto di vista pragmatico; non è stata trovata alcuna prova di trasferimento L1 (negativo) in relazione alla produzione da parte dei discenti di collocazioni infrequenti/non attestate, sostenendo così ulteriormente la conclusione precedente. I risultati corroborano ulteriormente la letteratura sulle collocazioni prodotte dai discenti e aggiungono un altro tassello al puzzle della lingua parlata: il ritardo collocazionale, cioè lo sviluppo più lento delle prestazioni di produzione di collocazioni, può essere trovato anche nei dati parlati e i discenti sembrano anche produrre meno collocazioni identificate da punteggio t-score. Questo ha due importanti, anche se semplici, implicazioni: che gli studenti dovrebbero probabilmente essere esposti a più input di lingua parlata, e che le teorie di acquisizione della lingua seconda potrebbero utilmente rivedere i processi di acquisizione fraseologica degli studenti nel contesto EFL. Un'altra scoperta è relativa ai modelli lessico-grammaticali delle collocazioni degli studenti non erano marcatamente diversi da quelli dei madrelingua, ma erano meno vari e mostravano una creatività pragmatica. Questo potrebbe informare gli studiosi sui potenziali processi di fossilizzazione (Selinker, 1972) nella fraseologia e/o sulle strategie di semplificazione o di evitamento (Farghal & Obiedat, 1995). Infine, anche se gli studi tradizionali hanno trovato che la congruenza L1 gioca un ruolo chiave nella produzione di collocazioni (cfr. Bahns, 1993; Granger, 1998b; Nesselhauf, 2005; Wang, 2016), nessuna prova di congruenza L1 è stata trovata per quanto riguarda i dati parlati, il che è un'interessante controprova. Nel complesso, questa tesi ha sottolineato che la produzione di collocazioni, sia quantitativamente sia pragmaticamente, è in ritardo rispetto alla competenza collocazionale e, sebbene questa linea possa essere molto sottile e non significativa nei testi scritti, il divario si allarga nella lingua parlata. / In the last 70 years, there has been an increase in English studies on collocations (Firth 1957; Hoey, 2005; Moon, 1998; Sinclair 1991; 2004; Stubbs, 1996; 2001) and research which have documented that phraseology is pervasive to language (Altenberg, 1998; Biber et al., 1999; Cowie, 1991; 1992; Howarth; 1998). This also indicates that a good command of collocations is needed if learners aim to achieve native-like fluency in the L2. Indeed, research on learner production of formulaic language has shown that collocations are essential in the acquisition of second language (Cowie, 1998; Pawley & Syder, 1983; Peters, 1983) and are a key component for the development of fluency (Ellis, 2002; 2003; Ellis et al., 2015; Howarth, 1998). Despite the surge in studies on collocations, the majority of scholars have focused on written data and on a restricted set of combinations, such as verb + noun collocations. The poor availability of spoken learner corpora and the more error-prone formulaic sequences have led researchers to neglect collocations such as adverb + adjective. Intensification is an intricate part of foreign language learning (Lorenz, 1999) and deserves further attention, especially as regards spoken data, which is a better reflection of learner language (Myles, 2015). The present work investigates adverb + adjective collocations in a newly compiled spoken learner corpus of advanced Italian learners of English L2. The thesis adopts a Contrastive Interlanguage Analysis (Granger, 1998) approach to verify whether: a) there are any differences between the collocation production of Italian learners of English compared to native-speaker peers; b) there are any differences between the Italian learners’ collocations and the native speakers’ in terms of syntactic patterns and lexical meaning; c) L1 congruency has a transfer effect on the learner production of infrequent and/or unattested collocations. In order to address the three overarching research questions, quantitative and qualitative analyses were carried out on the Italian Spoken Learner Corpus (ISLC) and the sister corpus of LINDSEI, LOCNEC. LOCNEC was used as the native-speaker reference corpus for its high level of comparability to ISLC. For the quantitative analyses, Durrant and Schmitt’s (2009) approach was followed for the calculation of the collocation’s association measure scores (t-score and MI) based on the large reference corpus BNC and the collocations were then divided into three categories based on their score: collocations (t-score and MI equal or greater than 2 and 3 respectively), infrequent/unattested collocations (t-score and MI scores unavailable due to infrequency), grey area collocations (t-score and MI lower than 2 and 3 respectively). T-tests and Wilcoxon rank sum tests were computed on the collocations extracted from ISLC and LOCNEC and effect sizes were calculated. In addition, the tests were employed to assess the average individual t-score and MI values of learners and native speakers. As regards the qualitative analyses, a three-fold scheme was employed to analyse two sets of collocations: the first set comprises 11 collocations with t-score and MI equal or greater than 2 and 3 respectively and a frequency of equal or greater than 5 in the ISLC; the second set includes 9 infrequent/unattested collocations with a frequency equal or greater than 2 in ISLC. Following the scheme, the two sets of collocations extracted from both ISLC and LOCNEC were analysed by taking into account their collocational background (etymology, CEFR level, L1 congruence), the learner variables (gender, stay-abroad experience, university course, other languages), and the text variables (attributive vs predicative function of the adjective, pronouns vs it-sentences, tense, affirmative vs negative, positive vs negative connotation). The results of the statistical tests were all significant with medium to large effect sizes and, together with the qualitative analyses, indicated that: Italian learners of English produce a fewer number of collocations; a higher number of non-collocations; their combinations are less collocational than native speakers’ (i.e., their association measure scores as on average lower than the natives’); there are no marked differences in terms of lexico-grammatical patterns between the learners’ collocations and the native speakers’, but the learners tend to assign more pragmatically creative functions to their collocations; no evidence of L1 (negative) transfer was found in relation to the learners’ production of infrequent/unattested collocations, thus further supporting the previous finding. The findings further corroborate the literature on learners’ collocations and add another piece to the puzzle of spoken language: collocational lag, that is the slower development of collocation performance, can also be found in spoken data and learners also seem to produce fewer t-score collocations. This has two important, though simple, implications: that learners should probably be exposed to more spoken language input, and that second language acquisition theories might usefully review phraseological acquisition processes of EFL learners. Another finding is that the lexico-grammatical patterns of learners’ collocations were not markedly different from native speakers’, but they were less varied and displayed pragmatic creativity. This could inform scholars about potential fossilisation processes (Selinker, 1972) in phraseology and/or simplification or avoidance strategies (Farghal & Obiedat, 1995). Lastly, although mainstream studies have found that L1 congruency plays a role in the production of collocations (cf. Bahns, 1993; Granger, 1998b; Nesselhauf, 2005; Wang, 2016), no evidence of L1 congruency was found as regards spoken data, which is an interesting counter-finding. Overall, this thesis has underlined that collocation production, both quantitatively and pragmatically, lags behind collocation competence and, although this line may be very thin and not significant in written texts, the gap widens in spoken language.

This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests.

Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typical of communicative language teaching: Dialogue activities, Peer Interview activities, and Information-gap activities. They were also asked to respond to 11 statements about language learning, seven of which were taken from the Beliefs About Language Learning Inventory(Horwitz, 1988). Students responded to the survey three times: once during the first week of the semester, again during the fourth week, and again during the eighth week. During the four weeks between the second and third surveys, students in the experimental group received seven treatment lessons based on some of the basic principles of SLA. A Repeated Measures ANCOVA and a Logistical Regression were used to determine the effects of the treatment, time, and a number of demographic variables. Results of this study show that the treatment did not have a significant effect on any of the beliefs that were measured. However, one language learning belief was significantly affected by time. A majority of the students who participated in this study agreed with the statement, “The instructor should teach the class in German.” After three weeks of class instruction, however, they agreed with this statement significantly stronger. The results of this study also show that many of the demographic variables, such as gender and previous language learning experience, had a significant effect on a number of the students' beliefs.

This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner’s (ELL's) relationship with peers, and personal perspec-tives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions con-cerning enjoyment and contentment of academic topics. Three ELLs from two learning environ-ments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demon-strated an overall increase of more intimate friendships. Examination of the ELLs' oral inter-view responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.

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