Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely stemming from academic underachievement. The focus of this study is to examine the impact of teacher expectations, parent expectations, and academic self-efficacy on the achievement of Hispanic Spanish-speaking ELLs. Participants in this study were from a medium-size school district in southwest Texas and included 99 2nd, 5th, and 8th grade students identified as limited English proficient, their parent, and their teacher. Norm-referenced achievement measures and researcher developed measures were utilized in this study. Findings from this study indicate that teacher expectations was a significant predictor of all measures of achievement, while parent expectations was a significant predictor of English reading and students? academic self-efficacy was a significant predictor of Spanish reading. Second, this study determined the best predictor for reading and math achievement was teacher expectations in 2nd grade, but there were no significant predictors in 5th and 8th grade. Third, this study addressed the possibility of academic self-efficacy functioning as a mediator, but the analysis was not conducted because academic self-efficacy did not serve as a significant predictor of all measures of achievement. Findings from additional analyses indicate that students' English language proficiency was determined to be a significant predictor of English reading achievement and parent expectations. Furthermore, students' Spanish proficiency was positively associated with their grade levels, and Spanish proficiency was negatively related to English proficiency. Academic self-efficacy was separated by domains (i.e., math self-efficacy and reading self-efficacy). In the overall sample math self-efficacy was not a significant predictor of math achievement. Math self-efficacy served as a significant predictor for 5th and 8th grade math achievement. In the overall sample, reading self-efficacy did not significantly predict English or Spanish reading. Reading self-efficacy served as a significant predictor in 8th grade English reading. Parents' employment desires for their children demonstrated a mismatch with parents' desire for their child's highest level of education. Teachers believed that family concerns were the greatest obstacle participants faced and many did not desire to speculate about students? future employment.

Thesis (M.Ed.)--Acadia University, 1999. / Includes bibliographical references (leaves 135-140). Also available on the Internet via the World Wide Web.

Thesis (M.Ed.)--Acadia University, 1999. / Includes bibliographical references (leaves 135-140). Also available on the Internet via the World Wide Web.

Sweden has for many years suffered from a shortage of teachers appropriately trained to teach English to young learners. In 1987 The Swedish National Agency for Higher Education decided that English should no longer be a compulsory subject within primary teacher training, instead it was offered as an optional subject within the primary teacher training programmes This policy decision had dire consequences and ultimately led to the current position which sees a mere 30 % of trainee Teachers opting for the English language pathway. Although consensus has been achieved in Europe and beyond relating to the advantages of teaching modern languages at an early age there are significant variations between regions and schools relating to the introduction of English in primary schools and implementation of the national syllabus for English is still undeveloped in many schools. The syllabus for English and the learning objectives to be attained by the end of Year 5 in school (11-year-olds) are very wide. These wide goals can appear very attractive to a qualified teacher, educated in appropriate methodology and having access to plenty of authentic target language teaching material, but for an unqualified teacher these national goals are not easily transferred into practice. This is probably the main reason why the use of textbooks and workbooks seem to be regarded as the most appropriate pedagogy instead of a more communicative approach to teaching and learning of English. This contextual background was the starting point for the design of an in-service course for primary teachers who are unqualified to teach English to young learners but who are obliged to do so as the Swedish primary school system operates mostly on the principle of a generic class teacher who delivers all curriculum areas. The shortage of teachers appropriately trained to teach English to young learners and the lack of parity for English as a subject in the early school years brought about the call for effective in-service training with a built-in capacity for challenging traditions and the development of sustainable change and improvement towards a more communicative approach of teaching and learning in the language classroom. The in-service course was designed as a part-time, distance course of 15 ECTS over a period of 20 weeks, the model being for teachers to divide their delivery and study time on a 50/50 basis, a blend of theory and practice. The aims were to emphasise research-based teaching and strive for a goal of better applications into practise of the centralised syllabus based on the European Framework of References, CEFR, and the communicative approach to teaching and learning of languages. A further aim was to develop more confidence and autonomy in the teachers. An action research module was integrated into the course as it was considered to have the capacity to improve educational practice, promote professional development and enhance classroom performance. Action research is also understood to have a potential for long-term change and commitment through encouraging professionals to reflect critically on their often taken-for-granted practices where uncontested beliefs and values are held by staff members. The results of the action research projects reveal that whilst it is difficult to bring about change in school cultures which have strongly embedded traditional teaching habits there is also an accompanying body of evidence demonstrating improvement in teaching and learning pedagogy for young learners in the north of Sweden. The action research projects have been organised into five themes: (1)An Early start, (2)Target language use,(3) Motivation, (4) Language methodology and didactics and (5)Documentation and progression. A summary of the analysis of 123 action research project reports indicates that teachers seem to be convinced that children as young as 6-7 can benefit from early language learning if the circumstances are right with age-appropriate methodology and a secure classroom climate. Teachers have initiated a more consistent target language approach in their classrooms and the pupils have actively engaged by starting to use the target language more frequently during lessons and even beyond their formal sessions. Both teachers and pupils alike have begun to articulate that English is fun, stimulating and enjoyable. The use of language strategies such as guessing competence and strategic competence has increased together with continuous discussions about the processes of language learning and addressing of didactic core questions revolving around why, how and what. The introduction of small steps of scaffolding technique for learner autonomy has resulted in pupils generating lots of ideas for English to bring the subject alive and English is no longer an isolated stand alone subject instead it is more successfully merged holistically into the generic skill and competence base for Early Learning provision. All kinds of inventive documentation and evaluation ideas, language portfolios and recordings of oral skills have become useful tools for assessing language progress and for assurance of continuity and progression in language learning. Teaching is an increasingly challenging process requiring sophisticated skills, competencies and qualities. Teachers therefore are playing pivotal roles in the drive towards improving language learning amongst our pupils and the application of action research seems to have assisted their practice. With action research as a tool teachers are able to develop their professional learning through systematic investigation rather than by reproduction of disconnected teaching tips. Through action research, teachers will begin to understand what is really happening in their classrooms, why it is happening and how teaching and learning can be systematically improved. This study illustrates how 123 action research projects, carried out by the teachers in their own practices, have encouraged self directed professional learning, increased confidence, competence and pupil engagement.

abstract: The purpose of this practitioner inquiry was to explore the use of Guided Critical Reflection (GCR) in preparing preservice teachers for English learners (ELs). As a teacher researcher, I documented, analyzed, and discussed the ways in which students in my course used the process of GCR to transform their passively held understandings about ELs. Specifically, the research questions were: 1) What are preservice teachers' common sense about teaching and learning related to ELs? 2) How does GCR transform preservice teachers' common sense about ELs? 3) What is my role as an educator in creating opportunities for GCR? I utilized methods for data collection that fit my teaching practices. Data sources included three types of observations (self-reflective field notes, audio recordings of each class, and notes documented by an outside observer), student-work artifacts, and my audio reflection journal. I analyzed data inductively and deductively using a modified analytic induction approach. Building on previous research concerning the use of reflection in teacher preparation, I define GCR as the process in which I guided preservice teachers to acknowledge and examine their common sense about ELs, reframe what they know in light of course learning, and transform their understandings. Five major findings emerged from this study. First, preservice teachers entered the course with common sense notions about ELs rooted in their educational and life experiences. Students felt comfortable sharing what they knew about ELs, but needed to be scaffolded to examine how their life experiences shaped their common sense. Within the course, preservice teachers framed and reframed their common sense in different ways. Through the process of GCR, students evidenced a renewed sense about ELs. Finally, my role as a teacher involved establishing a comfortable learning environment, valuing my students' common sense as the catalyst for course learning, and guiding students through their reflective work. Ultimately, I was able to create opportunities for GCR because I too was reflecting on my practices, just as I was asking my students to reflect on their common sense about ELs. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

This study examined Taiwanese ESL learners' perception and production of English interdental fricatives (IFs) with respect to three variables: perception errors, production errors, and three ranges of length of residence (LOR) in the US (LOR < 1 year; LOR= 3-4 years; LOR ; at least 7 years). Through the investigation, several relationships among perception, production errors, and LOR were revealed. In addition, the types and patterns of the pronunciation errors as well as the phonological processes involved in the mispronunciations were investigated. The instrument included both perception and production tasks, as well as a demographic questionnaire. More specifically, the production task contains two syllable positions: word initial and word final; two sources: word list and text. The data were analyzed through auditory and spectrographic devices with an involvement of an inter-rater agreement. The results showed that there was a positive relationship between perception and production errors for each of the three groups. Namely, the more perception errors made by the Taiwanese ESL learners, the more production errors occurred. The correlation increases with each group, i.e., with LOR. The relationship between LOR and perception and production errors were significantly negative as the longer the learners had stayed in the US, the fewer errors in perception and production were made and vice versa. A descriptive analysis revealed that the initial theta and the final eth are the most difficult sounds for the Taiwanese learners to perceive. In addition, both voiceless and voiced IFs were found to be difficult to pronounce in the final position. Regarding the source where the target sounds were located, the results indicated that reading text (rather than a word list) caused more pronunciation errors for most of the learners except the group with LOR at least 7 years, which had a better performance in the production task compared with the other two groups, regardless of which source the target sounds were located. From the overall findings, ESL teachers are encouraged to apply multiple teaching tools and to provide feedback with effective correction techniques to learners in order to adjust and overcome their pronunciation errors.

The Simple View of Reading is a well-known lens for understanding the skills that contribute to proficient reading. The Simple View explains reading comprehension as the product of decoding and listening comprehension. There is a gap in the literature regarding the applicability of the Simple View for Spanish-speaking English language learners, and also whether oral reading fluency would be valuable to include in the model as an intermediate variable. In the present study two groups of third grade students, one group comprised of students classified as English language learners and a comparison group of non-ELL students, were assessed on several reading skills. Data were collected on listening comprehension, decoding, oral reading fluency, and reading comprehension. Data were analyzed using generalized least squares estimation for path analysis and partial invariance testing. Findings support the inclusion of oral reading fluency in the Simple View model, highlight the significance of listening comprehension, and suggest the Simple View model applies equally well across ELL and non-ELL groups. Limitations and future directions are addressed.

This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.

This study investigated the production of the English voiceless bilabial stop /p/ in three word positions (initial, medial, and final). By a group of 20 male and female ESL Saudi Arabian learners in the United States. The stimulus of this work was a list of 20 English words with an equal number of words for the three word positions initial, medial, and final. By measuring the Voice Onset Time in word initial and the duration of the release of the target phoneme /p/ in word medial and final positions this study identified several types of error in the participants’ utterances, including substitution of /p/ with /b/, approximation, and frication. The position of /p/ in words had a significant effect on the accuracy of pronunciation as the position that yielded the highest level of accuracy was the final position. The other two positions, initial and medial, showed a significantly higher number of production errors than word- final position.

The present study examined the perception of English tense-lax vowel pairs by adult Saudi English as a second language (ESL) learners. More specifically, it looked at the effect of experience and length of exposure to the target language on the perception of these vowels. Thirty-eight male Saudi participants were recruited for the purpose of this study and were divided into two groups based on their level of proficiency and length of residence in the US, referred to as the experienced group and the inexperienced group, respectively. The research instrument contained four tense-lax vowel pairs, including /i/-/ɪ/, /e/-/ɛ/, /u/-/ʊ/, and /o/-/ɔ/. In order to control for the effect of the environment, all of the vowels were embedded in /hVd/ contexts as illustrated by the following examples: heed (/i/), hid (/ɪ/), hayed (/e/), head (/ɛ/), hawed (/ɔ/), hoed (/o/), hood (/ʊ/), and who'd (/u/). Native-speaker recordings of each vowel token were used to test participants’ perception accuracy. The recordings included both male and female voices. According to the statistics provided by the t-tests, there were significant differences in the perception of five out of the eight vowels that were examined in this study. In all five cases, the experienced group had a significantly better perception accuracy. The vowel that showed the highest magnitude of difference between the experienced and inexperienced students was the tense mid front vowel /e/ with an effect size of 1.5. It was followed by the lax high back vowel /ʊ/ with an effect size of 1.08. The third in magnitude of difference was the lax mid front vowel /ɛ/ (effect size = 1.02), followed by the lax mid back vowel /ɔ/ (effect size = 0.79), and finally the tense mid back vowel /o/ (effect size = 0.72). On the other hand, vowels that did not show significant differences between the two groups were the tense and lax high front vowels /i/ and /ɪ/ and the tense high back vowel /u/. However, although the experienced group showed a significantly higher level of perception accuracy in five out of the eight tense-lax vowel contrasts, the participants in this group reached the 80% accuracy level with only two vowels: /i/ and /e/. On the other hand, the inexperienced group did not show mastery of any of the eight vowels as their perception accuracy scores were below 80%. In terms of related theories, some of the results supported the Perceptual Assimilation Model (Best, 1994), the Speech Learning Model (Flege, 1995), and the Markedness Differential Hypothesis (Eckman, 1977), whereas other findings provided contradictory evidence. Overall, this study concluded that experience and exposure had a positive effect on Saudi ESL speakers’ perceptions of the tense-lax vowel contrasts in English. Even though this effect was not the same for all vowel contrasts, it carried the implication that perception accuracy can be facilitated through systematic training and practice.