Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / English language learners (ELLs) are expected to meet the same academic standards as those of their fluent English-speaking peers while simultaneously acquiring a second language. When content area instruction is embedded with literacy-based tasks, ELLs' achievement is both the acquisition of content area knowledge and English language skills can be anticipated. Science is a content area that can provide a deep context for ELLs to develop academic language because students must use their literacy skills to gather information about scientific concepts. The purpose of this study was to investigate the impact of an instructional intervention integrating literacy-based practices in science on third grade ELLs' science achievement and English language development. The mixed methods study was conducted at an elementary school in the Midwest, United States. There were 12 participants, eight identified as ELL and four fluent English speakers. Four of eight identified as ELL received the intervention while the remaining four ELL and fluent English speakers were instructed by the classroom teacher. The intervention was based on the systematic and repeated practice of language strategies and explicit vocabulary instruction. Authentic communication was used during scientific inquiry, discussions, and the reading of expository science text. Both quantitative and qualitative data was collected from pre and posttest data from five FOSS I-Check assessments, researcher's observations and field notes, participants' artifacts such as science journal entries and reflections, classroom teacher interview, and recorded session videos. The data was coded and analyzed identifying major themes which are noted in the findings. The results concluded the four participants who received the intervention outperformed their ELL peers not receiving the intervention but were still slightly behind their English-speaking peers. Overall, the participants receiving the intervention showed gains in their productive language as reflected in their utilization of domain-specific vocabulary in their speaking and writing. The conclusions drawn from this study included ELLs can benefit from receiving an integrated literacy/science intervention in both their acquisition of scientific knowledge and language development.

With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to show progress on child outcomes. One way teachers advance this process is by executing more evidence-based practices in their classroom. There is a lack of research in early childhood that report treatment integrity of the treatment package. This study utilized a multicomponent coaching intervention to increasing treatment fidelity of teacher implementation of naturalistic teaching strategies in an early childhood classroom. This coaching intervention could prove to be more efficient and practical for educators. This study added to the external validity and generalization of the findings in an early childhood classroom by using one-two year old children with social communication delays. This study found a functional relationship between training early childhood teachers through a multicomponent coaching intervention and the increase in treatment fidelity of implementing naturalistic teaching strategies with children with communication delays. The percentage of child responses per opportunity increased once the teachers implemented the strategies.

Sammanfattning Syftet med detta examensarbete var att undersöka hur samt vilka språkstrategier barnen använder i sina sociala interaktioner med andra barn och hur dessa språkstrategier påverkar deras kamratrelationer. För att möjliggöra uppnåendet av syftet studerades barnens interaktioner utifrån tre frågeställningar som fokuserade på barnens språkstrategier för att inbjuda, utesluta eller förhandla med kamrater i lek. Undersökningen bedrevs utifrån det sociokulturella perspektivet, då det verbala språket och interaktion med andra barn ses som nödvändigt för barns lärande och utveckling inom detta perspektiv. Denna studie genomfördes med deltagande observation som metod då barnens handlingar och interaktioner behövde studeras i deras dagliga miljö, som är förskolan. Jag valde deltagande observation som metod eftersom jag ville delta och befinna mig nära barnen i förskolan för att undersöka och skapa mig en bild av barnens verklighet. Dessa observationer genomfördes med fältanteckningar där jag kontinuerligt skrev ner barnens handlingar och uttalande i löpande text. Resultatet visade att barnen har en oerhörd kontroll och medvetenhet kring språk och vilka språkstrategier som ska användas när och hur. På denna förskola och i denna barngrupp upptäcktes åtta språkstrategier som barnen använde för att inbjuda, utesluta eller förhandla med kamrater under lek. Dessa språkstrategier synliggjorde även hur barnens kamratrelationer påverkades på olika sätt, beroende på om språkstrategin uteslöt, inbjöd eller rörde sig om förhandling i interaktionerna. / Abstract The aim of this thesis was to investigate how and which language strategies children used in their social interactions with other children and how these language strategies affected their peer relationships. In order to enable achievement of the aim of this thesis was the study on children’s interactions based on three questions that focused on children´s language strategies to invite, exclude or negotiate with peers during play. The study was based on the socio- cultural perspective, because verbal language and interaction with other children is seen as essential for children´s learning and development in this perspective. This study was implemented with participant observation as method because the children´s actions and interactions needed to be studied in their daily environment, which is the preschool. The choice of participant observation as method was made because I wanted to participate in the children´s interactions and be near the children in the preschool, to investigate my aim and create a picture of the children´s reality. These observations were carried out with field notes where I constantly wrote down the children´s actions and statements in running text. The results of the study showed that the children have a tremendous control and awareness about language and which language strategies to use when and how. In this preschool and in this group of children eight language strategies was discovered that the children used to invite, exclude or negotiate with peers during play. These language strategies made visible even how children´s peer relationships were affected in different ways, depending on whether the language strategy excluded, invited or was about negotiation during the interactions.

abstract: This study explored the effects of a science, technology, engineering, math, and social studies (STEMSS) professional development (PD) on teachers of language learners’ (TLLs) knowledge, skills, and self-efficacy in teaching content and language in tandem in their classrooms. With the growing population of English learners (ELs) in today’s classrooms, it is essential TLLs have the skills to support language development while teaching content. This study investigated a face-to-face PD that developed skills in supporting ELs’ academic vocabulary development using strategies in content lessons. This research drew upon Shulman’s (2013) Knowledge Growth in Teaching Framework by looking at content, pedagogical, and curricular knowledge with the PD building knowledge and skills in addressing these areas of knowledge through the strategies. In addition, this research drew upon Lucas and Villegas’ (2013) Linguistically Responsive Teacher Education Model that addressed how teachers gain knowledge, skills, and self-efficacy to change pedagogical practices. Title I Kindergarten through high school TLLs voluntarily participated in the PD. A mixed methods approach was used. Quantitative data was collected using a pre, post, and maintenance survey and qualitative data was collected through a lesson analysis, fall and spring observations, snapshot surveys, and focus groups. Results suggested that the STEMSS PD increased knowledge, skills, and self-efficacy in teaching ELs content and language using strategies that support academic vocabulary. The qualitative data supported the survey results in the increase of knowledge and skills immediately following the PD and increased self-efficacy a year following the PD. The results also suggested that the strategies supported through PD, lesson development, and time to implement may better address the needs of TLLs in the classroom. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

The purpose of this essay is to investigate Year 5 pupils’ evaluation of their own abilities regarding spoken English and to see if this is reflected in an individual’s communicative activity and participation in the lesson. This essay also poses the question if it is possible to increase spoken communicative activity in the lesson through a three-week programme of interactive exercises designed to emulate the criteria of the syllabus and the National Test. A class of 24 pupils participated in the study. The material was collected through a pre-study questionnaire and a post-study evaluation, class logbook writing after each activity and my own active observations as teacher. Results show that although the majority of pupils at this age believe they can cope in a communicative situation in English, this is no guarantee of their active participation in classroom speaking activities. However, communicative activity can be increased with the establishment of the dialogical classroom characterised by genuine discourse, authentic questions and subjects relevant to the age group. At this stage, differences can be witnessed in pupils’ language skills with some able to use language strategies to achieve understanding whilst others rely on translation into their mother tongue. The study concludes that controlled practice helps those pupils with lower self confidence in the subject and pair- or group work maximises participation from all parties. It is essential that the teacher draws on the pupils’ enthusiasm for the subject in order to create a successful forum for language acquisition.

PurposeThis research takes Nigeria and the healthcare prevention sector as a case study to describe the manner in which the non-profit sector is presently dealing with the challenge of communicating in a multilingual/multicultural environment. The intention is to identify the linguistic factors that affect the design of healthcare prevention interventions, indicate language strategies that are being used and potentially single out opportunities for improvement.Design/Methodology/ApproachTwo data sets were employed: the main one representing phone interviews with Communication for Development practitioners in the healthcare domain in Nigeria and a secondary one including online testimonials from the Here I Am campaign conducted by the Global Fund. The data collected was analysed following the Critical Discourse Analysis three-level framework. In addition to this, the micro level stage incorporated Grounded Theory Method to elicit thematic relations, and Semiotic Analysis and Discursive Analysis to determine the stance of the speakers.FindingsParticipants to this research perceived language and culture as two entwined concepts. Communication in the community’s local language was said to enhance message acceptance. The thematic analysis revealed that the strategy to be used, mainly translation or a combination of community interpreting and cultural mediation, depends largely on the level of literacy of the community. Of the proposed language strategies, training of bilingual individuals and a combination of community interpreting and cultural mediation appeared to be the two pivotal modes of interlingual message transposition. Pictorials are used in extreme situations.Despite the dissimilarity of the two data sets used in this research, the discursive analysis suggested the existence of an aid beneficiaries/non-profit staff binary. The way of expression of aid beneficiaries and individuals working at grassroots level exhibited traits of dependency on other players (in this case donors and non-profit staff). Similarly, the discursive analysis of the interviews put forward that the non-profit staff interviewed tended to distinguish between themselves and Others (in this case, the aid beneficiaries).This research found furthermore that translation and interpreting activities within the non-profit sphere are not always undertaken according to strict professional ethics and praxis.

[pt] O tema desta pesquisa é a realização dos atos de pedir, registrados em placas e cartazes não oficiais, localizados em espaços de circulação pública da sociedade brasileira. A partir de uma perspectiva interdisciplinar, este estudo pretende contribuir para uma melhor compreensão das questões identitárias e culturais trazidas na e pela língua, fornecendo subsídios relevantes para a área de ensino de português como segunda língua para estrangeiros (PL2E). Apesar de placas e cartazes objetivarem manter a informação necessária clara para o seu leitor e ativa na memória, nem sempre o principal conteúdo transmitido está explícito no enunciado, sendo construído, muitas vezes, por meio de uma informação subentendida. Para os aprendizes de PL2E, compreender essa mensagem não dita, sobretudo nos enunciados expressos pelos avisos de placas e cartazes não oficiais, requer não só um grande desafio, como também pode gerar interpretações equivocadas e visões distorcidas da cultura alvo. Tendo isso em vista, as formas de realização das estratégias discursivas relativas ao ato de pedir são descritas e analisadas, procurando-se verificar em que medida os fatores contextuais e culturais influenciam na escolha das estratégias linguísticas utilizadas para elaborar atos de pedir explícitos ou implícitos. Para tal, a fundamentação teórica desta dissertação baseia-se nos conceitos da Teoria dos Atos de Fala, da Sociolinguística Interacional, do Interculturalismo e da Antropologia Social. / [en] The theme of this research is the execution of the acts of asking, registered in unofficial signs and posters, located in public circulation spaces of the Brazilian society. From an interdisciplinary perspective, this study aims to contribute to a better understanding of the identity and cultural issues brought in and by the language, providing relevant subsidies for the teaching of Portuguese as a Second Language for Foreigners (PL2E). Although signs and posters aim to keep the necessary information clear to the reader and active in memory, not always the main content conveyed is explicit in the utterance and is often constructed by means of implied information. For learners of PL2E, understanding this unsaid message, especially in statements expressed by unofficial placard and poster warnings, requires not only a major challenge, but can also generate misinterpretations and distorted views of the target culture. With this in mind, the ways in which discursive strategies regarding the act of asking are realized are described and analyzed, trying to verify to what extent the contextual and cultural factors influence the choice of the linguistic strategies used to elaborate explicit or implicit acts of asking. To this end, the theoretical foundation of this dissertation is based on the concepts of Speech Acts Theory, Interactional Sociolinguistics, Interculturalism and Social Anthropology.