The purpose of this study is to explore Black Canadian English language learning students’ acquisition and use of Black Stylised English. I will be looking at the use of Black Stylised English with respect to these students’ experiences of racial microaggressions, defined as everyday subtle acts of racism. This study poses the question: How does experiencing racial microaggression impact Black Canadian ELL students’ acquisition of Black English as a second language? This study was conducted in 2015 and draws on Critical Race Theory methodology with a focus on storytelling and counter-storytelling as a means to disrupt the dominant narrative. The participants were Black Canadian ELL students from immigrant families living in a metropolitan city in Northeastern Ontario attending after-school programs. A purposefully selected sample of 24 students who self-identified as Black and four support workers were examined. Data for this study was collected at three different after-school program sites. The first after-school program was located in a suburb at a seniors’ residence where students volunteered. The second after-school program was located in the downtown area and catered to newly arrived immigrants. The third site was located in the west end of the city and focused on the academic success of students from low-income families. The study found the following: first, all participants had experienced racial microaggressions. Second, there are similarities and differences in the participants’ experiences depending on the context. Third, experiencing racial microaggressions had an emotional effect on participants. Fourth, most participants did not know how to respond directly to racial microaggressions. Fifth, although they did not know how to respond to racial microaggressions, the boy participants used Black Stylized English as a defence mechanism to cope with the racial microaggressions. The girl participants acquired and used BSE to fit-in with other Black girls. In response to racial microaggressions the girl participants focused on losing their accents in order fit-in with their racialized White counterparts. Sixth, after-school programs operate on the basis of the authorized multicultural discourse.

English language learner (ELL) is a term to describe students who are still acquiring English proficiency. In recent decades, ELLs are a very rapidly growing student group in United States. In school classrooms, ELLs are learning English and their academic subjects simultaneously. It is challenging for them to hear lectures, read textbooks, and complete tests in English despite of their inadequate English language proficiency (Ilich, 2013). As a result, the increasing number of ELLs in public schools has paralleled the increase in ELLs’ low mathematics performance (NCES, 2016). Due to the popularization of international large-scale assessments in the recent decade, it is necessary to analyze their psychometric properties (e.g., reliability, validity) so that those results can provide with evidence-based implications for policymakers. Educational researchers need to assess the validity for subgroups within each country. The Programme for International Student Assessment (PISA), as one of the influential large-scale assessments, allows researchers to investigate academic achievement and group membership from a variety of different viewpoints. The current study was to understand the nature and potential sources of the gaps in mathematics achievement between ELLs and non-ELLs. The nature of achievement gap was examined using three DIF methodologies including Mantel-Haenszel procedure, Rasch analysis, and Hierarchical Generalized Linear Model (HGLM) at the item level instead of total test level. Amon the three methods, HGLM was utilized to examine the potential sources of DIF. This method can take into account of the nested structure of data where items are nested within students, and students nested within schools. At the student level, sources of DIF were investigated through students’ variations in mathematics self-efficacy, language proficiency, and student socioeconomic status. At the school level, school type and school educational resource were investigated as potential sources of DIF after controlling for the student variables. The U.S. sample from PISA 2012 was used, and 76 dichotomously coded items from PISA 2012 mathematics assessment were included to detect DIF effects. Results revealed that ten common items are identified with DIF effects using MH procedure, Rasch analysis, and HGLM. These ten items are all in favor of non-ELLs.The decreasing number of items showing DIF effects in HGLM after controlling for student-level variables revealed mathematics self-efficacy, language proficiency, and SES are potential sources of DIF between ELLs and non-ELLs. In addition, the number of DIF items continued to decrease after controlling for both student and school-level variables. This finding proved that school type and school educational resources were also potential sources of DIF between ELLs and non-ELLs. Findings from this study can help educational researchers, administrators, and policymakers understand the nature of the gap at item level instead of the total test level so that United States can be competitive in middle school mathematics education. This study can also help guide item writers and test developers in the construction of more linguistically accessible assessments for students who are still learning English. The significance of this study lies in the empirical investigation of the gap between ELLs and non-ELLs in mathematics achievement at an item level and from perspectives of both students and schools.

Since California is the state with the highest number of English Language Learner (ELL) students in the nation (Abedi and Levine, 2013; Estrada, 2014), there is clearly a need for what Abedi and Levine (2013) call "accommodation" in educating ELLs in K-12 classrooms. This paper is an attempt to synthesize the current scholarship surrounding K-12 educational practices of ELLs nationally, but with special emphasis on key states: California and Arizona. It begins by describing the achievement gap between the growing number of ELLs and their native English speaking peers (NSP). The paper will first discuss possible reasons for this achievement gap, including: initial placements, pullouts and re-designation practices, unreliable and invalid testing, lack of access to rigorous content, remedial pullout programs, and the overall socioeconomic status of ELL students. It will then discuss successful teaching practices with ELLs and then recommendations for areas for further study.

Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as a general education classroom teacher for at least 1 year (b) using Web 2.0 technologies in the classroom to support ELLs, and (c) teaching ELLs within the elementary classroom environment. Qualitative analysis of transcripts from 1-on-1 interviews involved a coding and recoding process, revealed that the teachers saw Web 2.0 technologies as effective in supporting student learning, building class community, and differentiating instruction. Challenges and needs they experienced included lack of access to technology, needs for professional development, and administrative support. Further research could explore integration of specific Web 2.0 technologies. Results of the study may lead to better informed decisions by policy makers and leaders about professional development, support needs, and language services. Addressing the technology needs of educators may potentially lead to equity for ELL students in general education settings that would empower ELLs to experience successful academic transitions through schooling, while decreasing the academic achievement gap.

Like educators, speech-language pathologists can anticipate working with culturally and linguistically diverse students and their families. Data reported from the Study of Personnel Needs in Special Education (SPeNSE), 1999-2000, revealed that during the years 1999-2000 speech-language pathologists caseloads included students from various culturally and linguistically diverse groups (U.S. Department of Education, Office of Special Education Programs, 2001). Furthermore, on average, more than one-fourth of students seen by speech-language pathologists were from a culturally and/or linguistically diverse group than their own and 8.8% were English language learners (U.S. Department of Education, 2001). Thus, guaranteeing a highly qualified pool of speech-language pathologists to meet these students needs is essential. This study examined speech-language pathologists (a) beliefs about the language assessment of bilingual/bicultural/bidialectal students, (b) professional efficacy beliefs (both personal and general) as they relate to assessing the language skills of bilingual/bicultural/bidialectal students, and (c) reported supports and barriers to assessing the language skills of bilingual/bicultural/bidialectal students. It involved a mixed method research design (Tashakkori and Teddlie, 1998, 2002) and was organized into three central components that included a quantitative phase and a qualitative phase: (a) survey administration, (b) reflective analysis of the researchers experience as a speech-language pathologist, and (c) follow-up semi-structured interviews. Quantitative analyses of speech-language pathologists professional efficacy beliefs revealed that most speech-language pathologists believed they personally, and the field in general, were somewhat competent in assessing the language skills of bilingual/bicultural/bidialectal students. While none of the predictor variables were significantly related to personal efficacy, one of the predictor variables (Hispanic/Latino) was significantly related to general efficacy. Qualitative analysis of speech-language pathologists professional efficacy beliefs varied as a function of race/ethnicity. Higher beliefs of personal efficacy existed among speech-language pathologists of color. Perceived supports and barriers as well as the demographics of survey respondents, which highlight low numbers of speech-language pathologists from bilingual/bicultural/bidialectal backgrounds, confirmed the need to address assessment and intervention practices of bilingual/bicultural/bidialectal students.

Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The study employed a longitudinal, quasi-experimental research design utilizing archival data from 26,947 students' files to answer two research questions. The first research question examined growth relationships between 3rd grade English Language Learner student categories on reading achievement while holding gender and socio-economic variables constant. The second research question explored the extent to which the initial levels and slopes of 3rd grade students with specific learning disabilities differed across racial and ethnic groups. Growth curve analyses were employed to answer both research questions. Findings revealed significant intercept and slope relationships for the two groups on reading fluency measures. Significant differences were found between the reference group (i.e., Non-ELL females who were ineligible for free and or reduced lunch) and two of the ELL subgroups. The slope relationships were only significant for ELL students (ELL-LY) who were in the currently enrolled (i.e., receiving some type of ELL instructional support or service) category. Gender and socio-economic variables were significant suggesting a negative influence on initial reading levels. Reading fluency (DORF) achievement findings relative to students with disabilities and their race and ethnic subgroups revealed White students' initial DORF scores were significantly different from Hispanic and Black students' scores. Race and ethnic slope variables were insignificant and homogeneous in nature. A discussion about these findings and their implications for closing the achievement gap for diverse students is provided in the document.

As the number of non-native English speakers in US schools continues to rise, there is growing need to find a way to teach English while still engaging with students’ fluid identities around citizenship and national identity. This MFA thesis document explores the impact of an autobiographical playbuilding project with refugee and immigrant youth. The mixed-methods study uses a quantitative performance assessment scale and grounded theory analysis of playscript and performance to examine how students’ definition and understanding of citizenship is activated through the pedagogy and practice of theatre. Throughout, this document argues that arts-based research practices can support both qualitative and quantitative research goals. However the findings suggest that qualitative research offers a more complex understanding of potential program impacts. The document concludes with a discussion of the tensions between research and practice when applied theatre is facilitated in an educational context. / text

Children who are English Language Learners (ELLs) are often falsely identified with reading disorders. Similarly, some ELLs with true reading disorders are overlooked because it is assumed that they are still acquiring the necessary reading skills in English. This review of current bilingual assessment literature focuses on the use of early screening tasks to identify potential reading disorders among ELLs. These assessment tasks cover phonological, letter naming, rapid naming, sequencing and reading skill sets. This review synthesizes current research findings to determine which tasks are the most appropriate for assessing future reading disorders among children from linguistically diverse backgrounds. Results were mixed. Further research is needed to determine the best methods for reading assessment of ELLs. / text

Response to Intervention (RTI) is a multi-tiered framework that focuses on the early identification and support of students who are struggling to learn. In the problem-solving model of RTI, where a multidisciplinary team uses data to drive decision making, much remains unknown about how RTI should be implemented when struggling English language learners (ELLs) are the focus of team deliberations. The development of the multidisciplinary problem-solving team (PST) is grounded in the assumption that professionals from different disciplines such as school psychology, special education, and counseling would make less biased decisions than a single individual. However, a group of professionals may still make biased decisions based on stereotypes of ethnicity (Orosco, 2010), social class (Knotek, 2003), and inadequate knowledge of second language acquisition and bilingualism (Orosco, 2010). Not much is known about the process of team decision-making; in fact, no research to-date has examined how a PST deliberates about struggling ELLs. A qualitative case study approach was utilized to investigate how one school’s multidisciplinary problem-solving team used data in their deliberations about struggling ELLs in early primary grades. Ten members of a PST at an elementary school in an urban area of Texas participated in this study; seven ELLs were the focus of the observed team meetings. Data were generated from the discourse of the team meetings, interviews, and school documents, including students’ cumulative folders and language proficiency assessment records. Data were analyzed using discourse analysis, content analysis, and pattern-matching logic. Findings revealed that the Tier 3 problem-solving process was not aligned with the district’s expressed intent. In addition, a hierarchy of control constrained the problem-solving process and restricted the PST’s ability to freely discuss the cases of struggling ELLs. Implications for implementing RTI with ELLs and suggestions for future research are presented. / text