The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple random sample selection. The objective was to measure the effectiveness of integrating guided reading instructional strategies in ELL students’ third grade math class. Students received instruction inclusively in the form of word problems. The study consisted of an experimental and control group, a total of 36 participants. The period of implementation for the experimental group occurred over a 2-week period, 5 days a week, for 60 minutes each day. Data analysis consisted of an independent samples t test on pre- and posttest scores and a Mann Whitney U test on end of semester grade level progress reading scores to detect two groups are significantly different. Analysis of Covariance (ANCOVA) revealed the mean scores for the two groups. The objective was to evaluate the impact of teaching literacy in the content of math to increase ELL students’ academic achievement.

This applied dissertation was designed to explore the relationship between the language complexity of high school academic assessments and the language proficiency of English Language Learners (ELLs) in their academic achievement levels and to examine what accommodation strategies would be the most effective in reducing performance gaps between ELLs and non-ELLs that are due to language factors. Students designated ELL by the school where the study took place scored significantly lower than non-ELL students in teacher-created content area assessments and state-standardized tests. English for speakers of other languages accommodations, such as extended time in completing tasks and assessments and the use of dictionaries and glossaries, seemed to narrow the gap between ELLs and non-ELLs; however, the effect was not substantial. Research was conducted to determine whether providing English for speakers of other languages linguistic modification accommodations increased student scores. Two groups of students participated in this research: the control group received the standard test, and the experimental group received the modified test. An original 10th-grade reading comprehension test normed on English-speaking students was administered to the control group and the linguistically modified version of the original test was administered to the experimental group. A comparison of the outcomes was assessed to find out whether there was a significant difference in academic achievement between the two groups. This quantitative study was followed by a qualitative study through student interviews to examine whether there was a relationship between the perceptions of ELLs on the usefulness of the accommodation types and their test scores. An analysis of the data revealed that students with low English language proficiency may not understand the test questions they are expected to answer. As a result, their test scores may not be an accurate measure of the test item construct, but a measure of their limited English skills.

The purpose of this study was to analyze the perceptions of public elementary school principals in Kern County who have participated in the SB 472 ELPD Institute and their preparedness as instructional leaders for teachers teaching English learner students. And to identify what resources, support, and/or professional development opportunities elementary school principals feel that they need as instructional leaders to support teachers teaching English learner students the skills to gain academic English language proficiency and content knowledge. Through the use of a survey instrument and interviews key findings were identified and discussions of the findings in relation to current research literature are noted. Suggestions for future research and recommendations for educators working with the English learner student population are included in this dissertation.

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The English learner (EL) population in the United States continues to grow. To improve their pedagogy in working with this population, many educators have received training in English as a Second Language (ESL), but the gap between ELs and their native English speaking peers persists. When teachers engage as members of professional support networks, they are more likely to successfully implement the strategies learned in their ESL professional development (Echevarria, Richards-Tutor, Chinn, & Ratleff, 2011). This study considered the nature and function of the professional support network of a district's ESL-endorsed teachers. Using network theory methods, 257 teachers and other school personnel responded to an online survey. Through an understanding of the professional support needs of these teachers, whom they contact for support, and the nature of those ties (in terms of reciprocity, homophily, frequency, influence, and relational embeddedness), district and school administrators can be better positioned to enhance successful professional support networks and facilitate the implementation of effective teacher practices learned through professional development. Based on the findings, practical suggestions are given to help district administrators strengthen these professional support networks with the intent to maintain compliance with governmental standards, help schools to meet federally and state-mandated progress requirements, and have a positive academic impact upon English-language learning students.

Because of the globalization of society, English as a foreign language (EFL) has become easier to access through internet and outside school English activities, so called “extramural English activities” (EEA). Previous research indicates a positive relation between pupils’ EFL vocabulary development and EEA (Sundqvist, 2009). This development may influence teachers’ lesson planning, because of pupils’ wide span of interests and the resulting different levels of EFL vocabulary. The focus of this degree project is on year five teachers’ perception of pupils’ EEA and their level of vocabulary. We investigate there is a relationship between those variables, and how teachers are bridging the gap between pupils’ EEA and classroom activities. Further on, different theories of motivation and vocabulary, and previous research are presented and used in the analysis of collected data. The data was collected qualitatively through six interviews with teachers in year five. The results indicate that the teachers, to some extent know what kind of EEA the pupils are interested in. Teachers’ perceptions of the pupils’ level of EFL vocabulary correlated to some extent with their EEA. To bridge the gap between pupils’ EEA and enhancing motivation in EFL classrooms, some teachers tried to include pupils’ experiences in their teaching. Further on, these conclusions are discussed in relation to previous research. Finally, this degree project may motivate teachers to explore the EEA habits of their pupils.

This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach, and a thick description of the setting is provided. The conclusion that is drawn from this investigation is that ELLs’ academic achievement is affected by a wide range of factors, including current testing policies, resource allocation, school system requirements, school environment, home situation, and the ELLs’ previous schooling.

Today Swedish society is surrounded by the English language, more so the importance to know how to read English is therefore essential. Students in consequence need the support from teachers to find suitable strategies to master their reading.This degree project’s aim is to find out if teachers use different methods to teach reading, and if so, why. This paper will present the reader with the theories and literature on the definition of reading strategies. Initially, various researchers will be present the two most commonly used strategies, the cognitive and the metacognitive. Although different researcher claim different This study is based on interviews with two teachers in elementary school, grade 4-6. The results and conclusion of this study is that the combination of different methods and the teachers’ adaption to each class and individual is what provides the students with the confidence to learn. Not only does this make it easier for the students to reach the requirements set for them, but this also gives them a willingness to learn. Furthermore, the study provides information on if the teachers working experience does have an impact on the methods they using when teaching L2 learners reading strategies.

This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach, and a thick description of the setting is provided. The conclusion that is drawn from this investigation is that ELLs’ academic achievement is affected by a wide range of factors, including current testing policies, resource allocation, school system requirements, school environment, home situation, and the ELLs’ previous schooling.