This study examined the features of the classroom discourse in eight Algebra I classes from two urban high schools with diverse student populations. In particular, by using the discursive analysis perspective, the type of communication between teachers and students was examined. The study investigated to what extent teachers' patterns of discourse change as a result of the number of ELLs present or their particular teaching experiences and ESOL endorsement. Furthermore, the impact of teachers' cultural and linguistic backgrounds upon ELLs' mathematics experiences was explored, particularly the teachers' patterns of discourse and adjustments to their teacher talk, or modifications of instructions that contributed to ELLs' engagement in the mathematics classroom. Data analysis from various sources (observations, video-recordings, frequency counts, interviews, the teachers' self-evaluations, and the researcher's and the ELLs' evaluations) indicated that to some extent all teachers changed their patterns of discourse simply due to the presence of ELLs, regardless of the total number in the class. Teachers with more teaching experience and with ESOL training had a smaller number of ELLs in their classes, whereas in both schools the novice teachers were assigned to teach classes with the highest number of ELLs. The novice teachers frequently used almost the same strategies as their more experienced colleagues did. Yet the qualitative analysis of the type of modifications to their speech they made, the type of questions they asked, and the provision of information of higher cognitive demand according to Bloom's Taxonomy indicated that even though all teachers needed improvement in using these strategies, the more experienced teachers with ESOL training applied those strategies to a fuller extent. They more often used slower and simpler speech and different questioning techniques sensitive to the ELLs' level of English language acquisition (i.e., pre-production, early-production, and speech emergence) and provided the students with content specific, enriched information. However, they still did not ask enough questions that could provide the ELLs with opportunities to justify and explain their opinions, and rarely led the discussions to a point which could move the ELLs to the highest level of the subject-specific literacy - intermediate speech and fluency in mathematics in English.

This applied dissertation was designed to evaluate improving the reading performance of fifthgrade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent reading performance. Reading intervention was introduced to improve students who had difficulties with learning expository reading performance. The students‟ scores on the Florida Instruction in Reading (FAIR) were used as pre-assessment data and included the instructional sequences and practices with struggling readers as well as the data collected through classroom observation. It focused on improving the fluency and the reading comprehension of these students and FAIR was used as a post-test assessment. It addressed the problem of poor reading skills of students at Southeastern Elementary School (SES). Statewide tests had shown that fifth grade students at SES were reading on a third-grade level, and these students were reading below two grade level gaps as evidenced by test scores on the FCAT. The purpose of this study was to describe and investigate the long-term impact of the program on the student, as measured by the Florida Comprehensive Assessment Test (FCAT) scores, in reading performance as well as report scores, in elementary schools in Florida