Two-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may or may not promote equitable education and learning. This research analyzes the actions and interactions of a group of first grade students to address how community develops during the first semester of implementation of a TWI program. Theoretical notions of figured worlds and communities of practice frame the analysis of ethnographic data to provide insight into the complex social and pedagogical dynamics of this setting 1) through conversations with teachers, 2) through observations of teacher-student interactions during teacher-centered activities, and 3) through observations of students interacting with less teacher presence. Findings describe the teachers’ discourses about their students, which centered on issues of equity and dismantling language status hierarchies. The findings also describe practices that the teachers themselves frame as promoting unified, equitable communities; however, analysis was mixed in finding that certain practices appeared to promote unity within the classroom and others appeared to reinforce divisions among students. Key findings also confirm the results of other researchers regarding the positioning of initially bilingual students in TWI as “dual language experts.” This study notes some ramifications of teaching practices and aspects of the specific 50-50 TWI model for the entire community of learners, which, while elevating balanced bilinguals may marginalize English learners and Spanish learners. / text

English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts. This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five classroom teachers. The study included observations, interviews, verbal reports, documents, field notes, and reflective journals. My data analysis processes consisted of five steps and resulted in an understanding of the ELLs' use of strategies and literacy experiences when they read computer-based texts in home and school contexts. I collected data from April 2010 through December 2010. The findings indicated that the ELLs used 15 strategies when they read diverse computer-based texts. All the ELLs created their multi-dimensional zone of proximal development (ZPD) and dialogued with others, themselves, and texts in both non-linear and dynamic ways. The ELLs' specific patterns of using the strategies contained both similarities and differences in each context. In addition, (1) ELLs' electronic literacy knowledge and experiences, (2) parents' and teachers' guidance and interest for computer-based text readings, (3) ELLs' purposes for reading computer-based texts, (4) the language of computer-based texts, and (5) technology equipment in the contexts all influenced the ELLs' use of reading strategies at homes and schools. There are two implications for parents and teachers. First, even though limitations exist, parents and teachers need to play more active roles in supporting their children's efficient and productive use of strategies and computer technology for their computer-based text reading. Second, to enhance the ELLs' literacy development in the learning contexts of multiliteracies, a home-school connection is necessary.

Doctor of Philosophy / Curriculum and Instruction Programs / Michael F. Perl / It has long been believed that how well one reads and writes in his/her first language will help a learner when trying to read and write in a second language. In an attempt to explore this issue more thoroughly, the researcher administered the Spanish Idea Proficiency Test (IPT) and the English Idea Proficiency Test form 3B, along with a questionnaire obtaining specific demographic data (first semester second language grade, grade point average, gender, grade in school, number of semesters studied the second/foreign language, and the number of languages the student had studied) to 96 Kansas high school students (48 Native Spanish speakers learning English in an English as a second language environment; 48 Native English speakers learning Spanish in a foreign language setting). First, the researcher wanted to determine if first language literacy skills, along with demographic data, predicted second language proficiency scores. Using the 5 reading subscales and the 3 writing subscales from the IPT, as well as the 6 variables from the demographic data, a multiple linear regression was run, along with regressions for each subgroup. It was determined that the 14 variables accounted for 83% of the variance. Second, the researcher wanted to determine the nature of the relationship between first language literacy skills and second language literacy skills. To this end, several Pearson’s r were figured. While a negative relationship for the first and second language proficiency scores was found, a slight positive relationship was found between the first and second language scores for the two subgroups. Additionally, a significantly positive relationship was found for first and second language reading and writing proficiency scores for the native Spanish speakers. Also, a significant positive relationship was found for first semester second language grade and second language reading scores for native English speakers. Third, the researcher wanted to determine if there was a difference between the two subgroups’ second language proficiency scores when controlling for the length of time studied. When an ANCOVA was conducted, there was found to a significant difference between the proficiency scores of the two subgroups, with the native Spanish speakers having a higher mean.

Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.

Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.

The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in South African primary schools. In South Africa there is a paucity of research outlining schooling conditions and teachers’ reading literacy teaching practices especially in the Intermediate Phase. The aim of this mixed methods study was to explore schooling conditions and teaching practices for the implementation of the curriculum for Grade 4 learners’ reading literacy development across a range of education contexts. Two research sub-questions explored in two research phases were used to investigate the overall question which was: What influence do schooling conditions and teaching practices have on curriculum implementation for Grade 4 reading literacy? In phase one, PIRLS 2006 principal and teacher questionnaire data were re-classified for secondary analysis according to language of instruction (English First Language or English Additional Language) and the mean performance of each participating class of learners on the PIRLS 2006 international benchmarks and further benchmarks established to reflect the performance of the majority of South African learners. Response distributions on selected classroom level variables detailing teacher characteristics and reading literacy teaching practices as well as selected school level variables describing teaching conditions impacting the teaching of reading literacy were compared across each reclassified benchmark sub-sample. In phase two, six school and teacher case studies were purposively selected from each of the sub-samples to complement and extend the findings from the analysis of the survey data using multiple qualitative data sources. The findings revealed that differences in schooling conditions and teaching practices across the PIRLS achievement spectrum were generally aligned to differences between advantaged, high achieving schools and disadvantaged low-achieving schools. Thus, the study provides insights into the high levels of between-school inequalities for the development of Grade 4 reading literacy and school and classroom level reasons for such inequalities. On the basis of the findings, recommendations for policy, teacher practice and teacher education, and further research are provided. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The Every Student Succeeds Act of 2015 requires high standards, but academic achievement among English Language Learners (ELL) falls below that of their peers in Texas. These students' lower academic achievement may lead to their dropping out of high school, not going to college, or being underemployed, a problem that led to this study. The purpose of this study was to evaluate whether computer-assisted language learning (CALL) helps ELLs improve their English language proficiency compared to traditional learning approaches. Levy's theoretical framework on the implementation of CALL guided this study. A nonequivalent, pretest-and-posttest design was used to examine mean differences in the increase in proficiency level from the beginning to the end of the year on the Texas English Language Proficiency Assessment System (TELPAS) of ELLS in Grades 3-5 who participated in CALL and of those who did not participate. The sample consisted of 106 English language learners in Grades 3-5: 57 students in the treatment group and 49 in the comparison group. A one-way analysis of variance was conducted to compare language proficiency between the treatment and comparison groups. Results revealed no significant difference in the mean increase in proficiency levels of English language learners between the treatment and comparison groups. Additional analyses of TELPAS subdomains (reading, speaking, listening, and writing) indicated CALL was effective on reading only. Based on the findings, a project study on professional development was designed to focus on instructional strategies to support CALL. This project may lead to social change among administrators and teachers in the methods and strategies they use in the classroom to support CALL and as they work collaboratively to improve language proficiency among English language learners.

The English language is widely used throughout the world and has become a core subject in many countries, especially for students in the upper elementary classroom. While textbooks have been the preferred EFL teaching method for a long time, this belief has seemingly changed within the last few years. Therefore, this study looks at what prior research says about the use of authentic texts in the EFL upper elementary classroom with an aim to answer research questions on how teachers can work with authentic texts, what the potential benefits of using authentic texts are and what teachers and students say about the use of authentic texts in the EFL classroom. While this thesis is written from a Swedish perspective, it is recognized that many countries teach EFL. Therefore, international results have also been taken into consideration and seven previous research studies have been analyzed in order to gain a better understanding of the use of authentic texts in the EFL classroom. Results indicate that the use of authentic texts is beneficial in teaching EFL. However, many teachers are still reluctant to use these, mainly because of time constraints and the belief that such texts are too difficult for their students. Since these findings are mainly focused on areas outside of Sweden, additional research is needed before conclusions can be drawn on the use of authentic texts in the Swedish upper elementary EFL classroom. / <p>Engelska</p>

This research aims to find out how a small sized school in western Sweden, where the experience regarding second language students is not very high, accept the challenge to find and use teaching methods adapted to the students. It will investigate what specific methods or theaching materials are used and why they have been chosen, all this with a focus on literacy learning. The method applied is qualitive interviews. Four teachers have been interviewed from three different grades. In the result and discussion the empiricism according to the four issues about teaching materials and choice of methods is presented. The results show that the teachers more or less use specific methods and materials. Among these are genre pedagogy and copying as methods for second language students learning swedish writing skills. The materials presented include something called ”ZickZack” and ” my words” and are used mainly during Swedish class.

The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.