Dissertation (Doctoral). / Includes bibliographical references (337-348).

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--University of Iowa, 2006. / Adviser: Michael E. Everson. Includes bibliographical references (p. 154-161)

Thesis (M.A.)--Baylor University, 2006. / Includes bibliographical references (p. 81-82).

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on June 6, 2007) Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 79-82)

Thesis (M.A. in Communication) -- University of Dayton. / Title from PDF t.p. (viewed 10/06/09). Advisor: Teresa L. Thompson. Includes bibliographical references (p. 82-92).

This thesis examines how students, aged 13-15, with a mother tongue other than Swedish, experience learning English in school. This is important since there is an increasing number of bilinguals and multilinguals learning English in schools in Sweden and around the world. Several concepts are presented and discussed that have been argued to pose barriers to bilingual and multilingual language learning. Semi-structured interviews were undertaken with ten students, aged between 13 and 15. The empirical material shows that bilingual and multilingual students usually refer to Swedish, even when their mother-tongue may be a better reference for learning English. This is because teachers commonly refer to Swedish grammar rules in attempting to clarify English grammar rules and the textbooks used to support the learning process are in Swedish. This may pose problems for the learning process, particularly for students who are not proficient in Swedish. The study also highlights the importance of diagnosing bilingual students' L1 and L2 on a regular basis to see when the optimum time is to be exposed to English language learning rather than the current approach of immersing them in English learning without considering the other language learning processes the student may be engaged in. The study also found that students commonly perceived their English to be proficient even though they had poor grades. One possible reason for this is that they manage well in their day-to-day engagement with computer games, films and social media while formal English learning, including aspects such as grammar and writing, require a different type of application. Finally, the thesis describes how important high metalinguistic awareness is for language learning and it is suggested that additional research focuses on how this conceptual understanding can be translated in practitioner tools useful for teachers. Schools need to create an environment that values and supports multilingual students’ language competence and an early national diagnostic test would help to support those conditions.

<p> The purpose of this project was to develop modified lessons that integrate FOSS investigations with the California English Language Development Standards with the intent to teach science daily for at least thirty minutes. Teachers will be able to use these lesson plans to modify their own science lessons and integrate them with ELD. The modified lessons were reviewed by three teachers, two professors and a science TOSA. Revisions were made to the modified lessons after careful consideration of the comments and suggestions made by the reviewers.</p><p>

<p> The purpose of this project was to locate a potential funding source and write a grant to increase the positive educational outcomes of unaccompanied minors entering the school system as English Language Learners. This proposed program addresses the scarcity of resources for these students, proposing a comprehensive program that will address the distinctive needs of this vulnerable population. The goal of this project is to implement a program that will provide the tools needed to help improve the educational attainment of unaccompanied minors through the provision of mental health services, employment opportunities, mentorship, and linkages to community resources. </p><p> As the number of Mexican and Central American unaccompanied minors entering United States schools increases, it is important to provide supportive services that will help ameliorate the various stressors faced by this population. The W.M. Keck Foundation was selected to fund a comprehensive program to provide services to unaccompanied minors enrolled at James Monroe High School through the Child and Family Guidance Center in the San Fernando Valley. The proposed program will employ a Licensed Clinical Social Worker and a BA Employment Specialist and recruit two social work interns to carry out this program in efforts to improve the academic outcomes of these students.</p><p>

<p> The increase in the number of students who are English Language Learners (ELLs), including ELL students with disabilities, is presenting new challenges for special education teachers. Limited research has been done related to the challenges in educating this population, and what little has been done has centered around the challenges in assessment of ELL students with disabilities. The purpose of this study was to look at the self-efficacy of Special Education teachers in the state of North Dakota regarding teaching ELL students with disabilities. Findings indicated that, overall, teachers are confident in their abilities to teach this population of students. The area in which teachers felt the least confident in their abilities was in the area of assessment. Implications for the field and suggestions for future research on this topic are discussed.</p><p>