This session will present the preliminary findings from a research designed to determine the efficacy of a validated instructional routine on the mathematics and vocabulary acquisition of English language learners with developmental disabilities using word problems based on Common Core State Standards (CCSS). Learner Outcomes: • To learn several techniques on how to integrate vocabulary supports in mathematics instruction; • To learn components of an intervention package designed to increase math and vocabulary outcomes for students with ELL and DD; and • To understand how careful selection of vocabulary and sequencing of problems can help ELLs with DD attain a higher proficiency in English and mathematics.

This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage Language (SHL) and identity will examine the following questions: a) How did I perceive and negotiate my bilingual identity?; b) What obstacles did I face when speaking English, Spanish or both?; c) What role does SHL have in identity development? I have chosen a qualitative approach, specifically an autoethnography, to answer these questions in order to add to existing literature rooted in the lived experience of Spanish heritage language maintenance. This approach allows me to be the researcher, subject, and narrator of the study, and allows me to reflect on my education as a bilingual and bicultural immigrant student. The autoethnographer’s subjective experiences (my stories) become the primary data and encompass looking at a culture through the lens of the researcher. While searching for themes written in vignettes, my journey is an account of two worlds, which coexist, in the infinite intricacy of language learning, speaking, thinking, and being.

This two-year action research project discusses the transitions that English Language Learners (ELLs) experience in moving from remedial second language learning to content-area courses. Two cohorts of twenty-seven ELL students from Asia, Africa, and the Middle East—fifteen students in 2015-16 and twelve in 2016-17— participated in a U.S. History course while attending the pseudonymous West Ackerly High School. Absent a pedagogical bridge connecting ELL instruction with social studies practice, I created a curriculum that emphasized the democratic principles embedded in the Declaration of Independence and the Constitution—concepts that general education students have known almost from birth—as an entry point for ELL students who lacked any knowledge about these documents. I followed this introduction with thematic choices about immigration, imperialism, Westward Expansion, the Civil War, Reconstruction, civil rights, and current events. We examined the social construct of race, and how it weaves through American society. My combined roles of practitioner and researcher created a unique awareness of the principles of second language instruction, especially best practices and co-teaching strategies that merged language learning and content instruction. I then evaluated students’ critical thinking and teachers’ methods of working with ELL students, experienced the value associated with co-teaching, and developed practical techniques to bring content knowledge into the ELL curriculum as a way to aid students in their transitions. In two journal articles (Chapters Three and Four), I combine “scholarship and story,” reminiscent of Ladson-Billings’ The Dreamkeepers (2009), in a personal scholarly narrative about co-teaching U.S. History. Both Ladson-Billings’ narrative and the stories about the West Ackerly immigrant students describe the struggle that children of color experience. My reflections about co-teaching revealed innovative ideas that emerged from our practice, helped us better understand the backgrounds of our students, explored best practices for ELL instruction, and showed how an adapted mainstream U.S. History curriculum could work for second language learners. The second article describes Socratic Seminar techniques that contribute to students’ learning and discourse development, with scaffolded instruction that incorporates the application of Common Core principles based on the work of Zwiers, O’Hara, and Pritchard (2014). I describe a thematic approach to U.S. History instruction that avoids “covering” all the material while highlighting what students need to know in order to function in American society. Hopefully, this work will bring greater awareness of the struggles experienced by ELL students in their academic and cultural transitions. In the end, I hope secondary teachers and administrators will understand that ELL students require extensive skill development around reading, writing, and research in order to transition into—and then successfully navigate—content-area classes.

Historically, Hispanic English language learners (ELLs) in the United States have had low reading achievement and low high school graduation and college entry rates, which has limited their employment opportunities. Although research indicates parental involvement is important to reading success, little is known about Hispanic ELL parents' perspectives on their children's reading development. The purpose of this basic qualitative study was to understand how parental involvement in 3rd grade Hispanic ELLs' reading development, as perceived by their families, may contribute to these students' reading proficiency. The framework for this study was Hedegaard's model of children's learning and development. The participants were 5 mothers of 3rd grade Hispanic ELLs at an urban public school in a large city in the Northeastern United States. Interviews with participants were analyzed for open and axial codes using NVivo software to identify themes and patterns. Study results revealed that mothers of Hispanic ELL students were involved in and had a positive view of their children's reading development. However, participants perceived their lack of English language skills as a barrier to their parental involvement in their children's reading development; they also viewed siblings, teachers, libraries, and technology as major resources to help their children develop their reading aptitude. This study supports social change by providing information to schools and administrators, the latter of whom may be able to improve reading programs in ways that can help Hispanic ELL families to promote their children's reading development.

The past decade has seen a significant increase in the emergence of English Language Learners (ELLs) in the United States. Nationally, a disparity in achievement exists between ELLs and non-ELLs. Relatedly, this problem was evident in a northeastern school district, where ELLs had not made Adequate Yearly Progress 2 years in a row. The purpose of this study was to examine how much time English as Second Language (ESL) teachers spend on a variety of best instructional practices. Constructivism, Vygotsky's zone of proximal development, and Tomilinson's differentiated instruction were the frameworks used to guide this research. A within-group design was utilized to identify how much time 25 ESL educators spent on 5 types of instructional practices. The Survey of Instructional Practices for ESL/ELD Teachers for Grades K-12 was used to collect data. A 1-way analysis of variance revealed statistically significant differences between the amounts of time ESL teachers spent on the 5 instructional practices. The greatest time was spent on individualized instructional activities and a variety of educational tasks. Less time was spent on small group activities, and the least amount of time was spent on inquiry-based activities and technology activities. Findings supported the creation of a professional development for ESL teachers at the local site focusing on (a) best instructional practices for teaching ESL students, (b) professional learning community network of support, and (c) resources to support educators in their lesson planning of instructional activities. The study findings and culminating project may positively affect social change by improving ESL instruction at the local site and ultimately decreasing the disparity in achievement between ELL and non-ELL students.

Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when taught using technology-supported versus traditional textbook instruction. Mayer's cognitive theory of multimedia learning provided the theoretical foundation for the study. A quasi-­experimental approach with a nonequivalent pretest and posttest comparison group design was used. All 99 5th grade ELL students at an elementary school in the southeastern United States served as the study sample. Pre-existing classroom groups were taught using technology-supported or traditional textbook instruction. Instructional groups' vocabulary test scores were compared using ANCOVA with pretest social studies vocabulary scores serving as the covariate. Results revealed that 5th grade ELL students in the technology-supported instruction group scored significantly higher on the social studies vocabulary posttest as compared to the traditional textbook instruction group. The findings of this study suggest that technology-supported instruction in social studies is an effective teaching approach for ELL students at the 5th grade level. This study could be used to guide future research in the areas of ELL language acquisition, content area learning and comprehension, and equitable instruction for all students.

The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored teachers' perceptions about the adequacy of instructional resources they receive to improve reading instruction. A sample of 12 purposefully selected teachers from 10 different school districts, with at least 3 years of experience teaching ELLs, shared their responses via semistructured interviews. Data sorted through inductive and axial coding showed teachers expressed an inadequacy in preparing to teach ELLs and depended on their experience with ELLs to provide specific teaching strategies in a risk-free environment that would promote positive student outcomes. The participants' responses helped design a professional development initiative to address the need for more training specific for reading teachers of ELLs. Implications for positive social change include providing more training in reading instruction for teachers of ELLs that can result in increased ELL student reading achievement and greater academic success through high school.

At an international school in Taiwan, English learners have struggled to meet the U.S. national average in vocabulary on standardized testing instruments. This problem has become more significant since 2009. The purpose of this research was to conduct a case study on successful vocabulary teachers to determine their perceptions of effective teaching. Knowles' andragogy, Brookfield's self-directed, experiential learning, and Vygotsky's social constructivist framework provided the conceptual framework for this study. The research questions focused on teachers' perceptions of why they were successful in teaching vocabulary in English. The study site had access to quantitative data regarding previous standardized testing results; however, there was little information about what was causing these teachers to be successful. The primary data collection method was individual interviews with 5 teachers whose success in teaching vocabulary in English was determined by previous students' standardized testing results and the administrator's recommendation. The teachers' perceptions were analyzed using a structural coding process to derive key words, categories, and themes. Findings revealed the needs for increased scaffolding for teachers and students, a purposeful and supportive learning environment, and meaningful context and comprehensible content. This study also included developing a professional learning workshop to enhance the knowledge of all teachers regarding vocabulary instruction. Enhanced knowledge could result in teachers implementing best practices to enable all students, especially English learners, to improve their vocabulary development, which over time may lead to proficiency and mastery in academics and empower students to succeed academically.

The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science instruction. The purposive sample for this study was 4 biology teachers from 2 high schools in large school districts in the southeastern region of the United States who taught ELL students using inquiry-based online simulations. The data sources were face to face interviews with teachers, scaffolding documents, and lesson plans. Data were coded and analyzed for common themes across within and across cases. Results indicated that although biology teachers believed that ELL students benefited from inquiry simulations because of the already incorporated visuals and their ability to interact and manipulate the program, they sometimes lacked technology experiences and struggled with English and literacy that may reduce the benefits of the simulation experiences. The results of this study have the potential to contribute to social change by providing insights that may increase the understanding of how biology teachers can support ELL students when using technology in the form of simulations to promote inquiry learning.

This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to their institutions and demographics. With N = 66, statistically significant results were found for the faculty's self-perceived responsibility to teach academic skills to their ELLs based upon teaching experience; and language skills based upon ethnicity. Significant results were observed for self-perceived needs related to addressing the academic needs of their ELLs based upon ethnicity; and language skills for gender, home language, where they grew up, and experience living abroad. The institutional context yielded significant results for the self-perceived responsibilities to teach academic skills based upon their ELL students' full-time study status; however, nonsignificant results were found for the impact of existing ED on the needs and feelings of responsibility for addressing the academic and language skills of their ELLs. This study contributes to positive social change by adding evidence-based information on the needs and feelings of responsibility of HE faculty working with ELLs. The results may have broader implications for improving and expanding ED for HE faculty by providing insights into their curriculum, instruction, and assessment needs.