The purpose of this study is to explore the different experiences and perceptions that second language learners in the Swedish upper secondary school have of the Swedish langague and swedish as a second language. The purpose is also to examine differences and relations between second language learners´ attitudes and some background factors that may influence their attitudes. The study is based on a survey containing two parts: the first concerning background factors of the respondents and the second part consisting of statements combined with a likert scale. The survey was given to students studying swedish as a second language in the upper secondary school. The most important result is that the student´s attitudes to swedish and swedish as a second language are affected by the number of years they have lived in Sweden.

The purpose of this study is to explore Black Canadian English language learning students’ acquisition and use of Black Stylised English. I will be looking at the use of Black Stylised English with respect to these students’ experiences of racial microaggressions, defined as everyday subtle acts of racism. This study poses the question: How does experiencing racial microaggression impact Black Canadian ELL students’ acquisition of Black English as a second language? This study was conducted in 2015 and draws on Critical Race Theory methodology with a focus on storytelling and counter-storytelling as a means to disrupt the dominant narrative. The participants were Black Canadian ELL students from immigrant families living in a metropolitan city in Northeastern Ontario attending after-school programs. A purposefully selected sample of 24 students who self-identified as Black and four support workers were examined. Data for this study was collected at three different after-school program sites. The first after-school program was located in a suburb at a seniors’ residence where students volunteered. The second after-school program was located in the downtown area and catered to newly arrived immigrants. The third site was located in the west end of the city and focused on the academic success of students from low-income families. The study found the following: first, all participants had experienced racial microaggressions. Second, there are similarities and differences in the participants’ experiences depending on the context. Third, experiencing racial microaggressions had an emotional effect on participants. Fourth, most participants did not know how to respond directly to racial microaggressions. Fifth, although they did not know how to respond to racial microaggressions, the boy participants used Black Stylized English as a defence mechanism to cope with the racial microaggressions. The girl participants acquired and used BSE to fit-in with other Black girls. In response to racial microaggressions the girl participants focused on losing their accents in order fit-in with their racialized White counterparts. Sixth, after-school programs operate on the basis of the authorized multicultural discourse.

English language learner (ELL) is a term to describe students who are still acquiring English proficiency. In recent decades, ELLs are a very rapidly growing student group in United States. In school classrooms, ELLs are learning English and their academic subjects simultaneously. It is challenging for them to hear lectures, read textbooks, and complete tests in English despite of their inadequate English language proficiency (Ilich, 2013). As a result, the increasing number of ELLs in public schools has paralleled the increase in ELLs’ low mathematics performance (NCES, 2016). Due to the popularization of international large-scale assessments in the recent decade, it is necessary to analyze their psychometric properties (e.g., reliability, validity) so that those results can provide with evidence-based implications for policymakers. Educational researchers need to assess the validity for subgroups within each country. The Programme for International Student Assessment (PISA), as one of the influential large-scale assessments, allows researchers to investigate academic achievement and group membership from a variety of different viewpoints. The current study was to understand the nature and potential sources of the gaps in mathematics achievement between ELLs and non-ELLs. The nature of achievement gap was examined using three DIF methodologies including Mantel-Haenszel procedure, Rasch analysis, and Hierarchical Generalized Linear Model (HGLM) at the item level instead of total test level. Amon the three methods, HGLM was utilized to examine the potential sources of DIF. This method can take into account of the nested structure of data where items are nested within students, and students nested within schools. At the student level, sources of DIF were investigated through students’ variations in mathematics self-efficacy, language proficiency, and student socioeconomic status. At the school level, school type and school educational resource were investigated as potential sources of DIF after controlling for the student variables. The U.S. sample from PISA 2012 was used, and 76 dichotomously coded items from PISA 2012 mathematics assessment were included to detect DIF effects. Results revealed that ten common items are identified with DIF effects using MH procedure, Rasch analysis, and HGLM. These ten items are all in favor of non-ELLs.The decreasing number of items showing DIF effects in HGLM after controlling for student-level variables revealed mathematics self-efficacy, language proficiency, and SES are potential sources of DIF between ELLs and non-ELLs. In addition, the number of DIF items continued to decrease after controlling for both student and school-level variables. This finding proved that school type and school educational resources were also potential sources of DIF between ELLs and non-ELLs. Findings from this study can help educational researchers, administrators, and policymakers understand the nature of the gap at item level instead of the total test level so that United States can be competitive in middle school mathematics education. This study can also help guide item writers and test developers in the construction of more linguistically accessible assessments for students who are still learning English. The significance of this study lies in the empirical investigation of the gap between ELLs and non-ELLs in mathematics achievement at an item level and from perspectives of both students and schools.

Since California is the state with the highest number of English Language Learner (ELL) students in the nation (Abedi and Levine, 2013; Estrada, 2014), there is clearly a need for what Abedi and Levine (2013) call "accommodation" in educating ELLs in K-12 classrooms. This paper is an attempt to synthesize the current scholarship surrounding K-12 educational practices of ELLs nationally, but with special emphasis on key states: California and Arizona. It begins by describing the achievement gap between the growing number of ELLs and their native English speaking peers (NSP). The paper will first discuss possible reasons for this achievement gap, including: initial placements, pullouts and re-designation practices, unreliable and invalid testing, lack of access to rigorous content, remedial pullout programs, and the overall socioeconomic status of ELL students. It will then discuss successful teaching practices with ELLs and then recommendations for areas for further study.

Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as a general education classroom teacher for at least 1 year (b) using Web 2.0 technologies in the classroom to support ELLs, and (c) teaching ELLs within the elementary classroom environment. Qualitative analysis of transcripts from 1-on-1 interviews involved a coding and recoding process, revealed that the teachers saw Web 2.0 technologies as effective in supporting student learning, building class community, and differentiating instruction. Challenges and needs they experienced included lack of access to technology, needs for professional development, and administrative support. Further research could explore integration of specific Web 2.0 technologies. Results of the study may lead to better informed decisions by policy makers and leaders about professional development, support needs, and language services. Addressing the technology needs of educators may potentially lead to equity for ELL students in general education settings that would empower ELLs to experience successful academic transitions through schooling, while decreasing the academic achievement gap.

Like educators, speech-language pathologists can anticipate working with culturally and linguistically diverse students and their families. Data reported from the Study of Personnel Needs in Special Education (SPeNSE), 1999-2000, revealed that during the years 1999-2000 speech-language pathologists caseloads included students from various culturally and linguistically diverse groups (U.S. Department of Education, Office of Special Education Programs, 2001). Furthermore, on average, more than one-fourth of students seen by speech-language pathologists were from a culturally and/or linguistically diverse group than their own and 8.8% were English language learners (U.S. Department of Education, 2001). Thus, guaranteeing a highly qualified pool of speech-language pathologists to meet these students needs is essential. This study examined speech-language pathologists (a) beliefs about the language assessment of bilingual/bicultural/bidialectal students, (b) professional efficacy beliefs (both personal and general) as they relate to assessing the language skills of bilingual/bicultural/bidialectal students, and (c) reported supports and barriers to assessing the language skills of bilingual/bicultural/bidialectal students. It involved a mixed method research design (Tashakkori and Teddlie, 1998, 2002) and was organized into three central components that included a quantitative phase and a qualitative phase: (a) survey administration, (b) reflective analysis of the researchers experience as a speech-language pathologist, and (c) follow-up semi-structured interviews. Quantitative analyses of speech-language pathologists professional efficacy beliefs revealed that most speech-language pathologists believed they personally, and the field in general, were somewhat competent in assessing the language skills of bilingual/bicultural/bidialectal students. While none of the predictor variables were significantly related to personal efficacy, one of the predictor variables (Hispanic/Latino) was significantly related to general efficacy. Qualitative analysis of speech-language pathologists professional efficacy beliefs varied as a function of race/ethnicity. Higher beliefs of personal efficacy existed among speech-language pathologists of color. Perceived supports and barriers as well as the demographics of survey respondents, which highlight low numbers of speech-language pathologists from bilingual/bicultural/bidialectal backgrounds, confirmed the need to address assessment and intervention practices of bilingual/bicultural/bidialectal students.

<p>Studies carried out by different scholars have shown that the social roles society assigns to women and men create differences in how the genders use language. However, there is little previous research in the domain of gender and topic shift or initiation. This essay aims to investigate possible gender differences in topic shift and initiation in multiparty conversation among second language learners of English in upper secondary school. The three group discussions were recorded in a classroom setting and the data collected was transcribed. The topical shifts in the transcripts were coded using the Topical Episode Analysis (TEA) and the episode shifts in each conversation were analyzed on the basis of gender distribution and type of shift. In addition, the findings of the three groups were compared and discussed. The main result of this study was that the boys initiated 100 percent more shifts than the girls. The boys took up more linguistic space and dominated the topical shifts in the conversation which indicates that gender differences in topic shift and initiation exists, a finding that is consistent with previous research within the field of gender and language. In conclusion, gender differences were found between how the girls and the boys participating in this study shifted and initiated topics. The boys initiated more shifts than the girls in the multiparty conversations.</p>

Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The study employed a longitudinal, quasi-experimental research design utilizing archival data from 26,947 students' files to answer two research questions. The first research question examined growth relationships between 3rd grade English Language Learner student categories on reading achievement while holding gender and socio-economic variables constant. The second research question explored the extent to which the initial levels and slopes of 3rd grade students with specific learning disabilities differed across racial and ethnic groups. Growth curve analyses were employed to answer both research questions. Findings revealed significant intercept and slope relationships for the two groups on reading fluency measures. Significant differences were found between the reference group (i.e., Non-ELL females who were ineligible for free and or reduced lunch) and two of the ELL subgroups. The slope relationships were only significant for ELL students (ELL-LY) who were in the currently enrolled (i.e., receiving some type of ELL instructional support or service) category. Gender and socio-economic variables were significant suggesting a negative influence on initial reading levels. Reading fluency (DORF) achievement findings relative to students with disabilities and their race and ethnic subgroups revealed White students' initial DORF scores were significantly different from Hispanic and Black students' scores. Race and ethnic slope variables were insignificant and homogeneous in nature. A discussion about these findings and their implications for closing the achievement gap for diverse students is provided in the document.

A transdisciplinary notion of learning considers what is between, above, and beyond the disciplines. Adherence to such a perspective warrants examination of any research endeavor from multiple entry points and from openness to the changing nature and infinity of knowledge. In this dissertation, "Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning," I approached the study of language and literacy teaching and learning across multilingual and multicultural contexts via an optional dissertation process that required completion of multiple studies. This dissertation option allowed me three entry points: (a) an understanding of literacy and language policy in relation to language learners at the K-12 levels in selected countries of the multilingual English-Speaking Caribbean; (b) linguistic and cultural diversity of multilingual teachers and teacher educators; and (c) the verbal report methodology as employed in original studies focused on the literacy practices of language learners at the K-20 levels across international contexts. My first foray into this dissertation was in September 2010. All entry points undertaken concluded in December 2012. These entry points, as described above, consisted of exploratory research reviews, analyses, syntheses, research on practice, and a narrative case study. In my first entry point to this dissertation, I focused on two areas. I conducted a comprehensive literature review of literacy and language policies for K-12 multilingual learners across selected English-speaking Caribbean countries. Findings indicated that teachers were predisposed to English as the language of literacy instruction and that literacy initiatives, programs, and assessment reflected traditional conceptions of literacy. In addition, based on my examination of language policy in St. Lucia, the linguistic status quo appeared to function as the de facto policy for literacy education, St. Lucian Standard English was privileged as the language of instruction, and underperformance in literacy characterized students at all levels of the education system. My second entry point to this dissertation was three-pronged. I first examined a multilingual English-Speaking Caribbean teacher's literacy practice beyond the context of the classroom, noting three recursive pathways, namely (trans) formation in attitude inclusive of shunning, accepting, and reflecting behaviors; the use of certain accommodative strategies such as the adjustment of language and speech; and distinct identity formation processes, including the construction of varied identities for school, home, profession, and friends. I secondly investigated my own practice. This investigation revealed components of multilingual awareness in my practice such as reflection, monitoring, attending to clues, following discourse patterns, and applying conversational strategies based on feedback. Further, I identified components of multicultural awareness, namely awareness of individual predispositions, awareness of other cultures, and attention to stereotypes, as well s noted the association between my multilingual and multicultural awareness via "facilitation" and "symbiosis." Through the course of the inquiry, I noted heightened awareness of practice as evidenced by "transformation" in my teaching. My final step in the second entry point to this dissertation was the identification of a framework, transdisciplinarity, to guide literacy teachers and teacher educators as they respond to linguistic and cultural diversity. Transdisciplinarity was used to demonstrate how teachers and educators might learn to know, do, live together with, and be. In my third entry point to this dissertation, examination of the verbal report methodology as applied in literacy research revealed that researchers tended to adhere to recommendations related to the use of concurrent protocols, the elicitation of responses concerning current processing, and stipulations requiring participants to provide verbal explanations of thought, as guided by cognitivist perspectives. However, in many instances, based on the recommendations emanating from cognitivist approaches to verbal reports, researchers failed to slow down processing, to consider variations in participants' verbal abilities in interpretations of data, and to predict the probable contents of participants' self-reports. Moreover, in further exploration of the work done in this area, researchers concentrated heavily on comprehension, strategy use, vocabulary, and technology. Mixed-methods approaches proved to be most popular, with very few studies being solely qualitative or quantitative. Verbal reports appeared to be largely concurrent and quantitatively oriented, with little reliance on qualitative analyses. In a number of studies, cognitively based theoretical frameworks were employed, but in others, theoretical frameworks were absent. In the cases where the latter were used, researchers tended to rely on frameworks grounded in monolingual as opposed to multilingual reading processes. Based on findings emerging from the three entry points to this dissertation, major implications for multilingual students, teachers, teacher educators, and researchers were identified. At the micro-level, the Caribbean region stands to benefit from a consideration of international approaches to literacy research as a means of developing a research base applicable to the social, cultural, and linguistic contexts in which language learners function in the multilingual English-speaking Caribbean. In addition, multilingual teachers and teacher educators in the Caribbean can learn from researchers' examination of the literacy processes of language learners in the particular contexts of the multilingual English-Speaking Caribbean identified in this dissertation. Understanding how such teachers and educators respond to linguistic and cultural diversity within and beyond these contexts, and as a result of their experiences, holds potential for informing literacy practice. With regards to researchers, the use of verbal reports must be tapped to further facilitate understanding of students' literacy processes. Through consideration of how a socio-cultural approach might be merged with cognitivist notions of protocol construction within the multilingual contexts of the Caribbean, researchers can obtain insights into the more holistic processes of students' literacy development. At the macro-level, literacy research in the multilingual context of the English-speaking Caribbean might be enhanced by research endeavors that allow multiple entry points, as has been illustrated via the unique approach to this dissertation, which merged literature syntheses, theoretical and methodological analyses, and empirical research to explore multilingual teaching and learning. However, as teachers utilize literacy practices and researchers investigate literacy processes, the literacy needs of language learners, as determined by historical, geographical, social, linguistic, and cultural contexts, must remain central to literacy research in the Caribbean region, and beyond. Efforts underway to strengthen and extend literacy research in the Caribbean would benefit from a holistic approach as undertaken in this dissertation whereby an understanding of language learners' literacy practices are understood within their broader contexts.