<p> This qualitative study aims to attain a practical understanding of L2 English speakers' perceptions and understanding of their own English accents and to explore the relationship between their perceptions of accents and their perceived social identities. </p><p> Data were collected through interviews with 14 participants. The individual analysis on each participant was reported as a form of narrative. The group analysis across all the participants' narratives demonstrated the complexity of their perceptions and understanding of accents, and the complex and context-dependent nature of the relationship between accents and perceived social identities. Five themes that respond to the research questions emerged from the results and findings. From the discussion of the themes, a heuristic model of identity construction was developed. The model is grounded in three cases of the participants as an explanatory tool for identity construction. </p><p> The study provides pedagogical implications for language teachers, and provides some suggestions for future research.</p>

<p> This study defines and analyzes the successful leadership practice of a principal of an urban K-8 school serving English Language Learners in the western United States during the 2012-2013 academic year. Focusing on the self-identified leadership practice of a school leader evidenced to positively affect student learning, this study seeks to extend knowledge about what principals actually do to within the context of their schools to improve academic achievement for students. A definition of an applied leadership practice is constructed based on a review of relevant literature and evidence gathered in this study. The successful principal was measured via the VAL-ED Assessment in Education in order to validate the strongest components and processes of that leader's leadership practice. Then, two principal interviews were conducted and coded to show alignments of the described leadership practices with two evidenced based frameworks; the VAL-ED Matrix and the Essential Supports and Indicators Framework. The first interview detailed the principal's leadership practice as they conceived it and experienced it. The second interview was a narrative reflection of how critical work and life incidents were perceived to have shaped the principal's leadership practices, and why these leadership practices emerged and flourished within their particular school and community context. Findings from other schools involved in this research were investigated to ascertain which Essential Supports and Indicators specifically connected to success or failure in mathematics are found in other schools conducting this research. The results of this research provide a more complete description of a successful leadership practice as it exists in practice in the described context.</p>

<p>With the Internet, foreign language learners can interact more easily with native speakers from other countries than in previous generations. For learners to develop the ability to function in foreign environments, it is vital to understand their experiences in postsecondary online foreign language classes. If educators and educational theorists are not cognizant of the possible effects caused by using or not using technological tools, severe limitations will happen to relevant, cognitive connections. Because of the current lack of understanding, learners are at a sociological, cultural, cognitive, and psychological disadvantage. The purpose of this qualitative study using a classic grounded theory method was to discover a theory that described patterns of behaviors by 15 adult learners who took at least one post-secondary, online foreign language class from schools in the United States. This study revealed the concerns that learners had regarding their experiences and how they dealt with those issues. When learners struggled, they became frustrated thereby causing an imbalance that prevented them from accomplishing their desired objectives. Offsetting the affective filter, the theory developed in this study, is about (a) comprehending the causes for and consequences of learners' frustration and their elevated affective filters and (b) discovering various elements that helped learners restore balance and acquire the necessary knowledge. By taking online foreign language classes, learners stepped outside their comfort zones thus setting into motion an imbalance that needed to be offset. Because offsetting the affective filter has important ramifications with respect to cognition, more research is necessary to develop tools to help learners reduce their anxiety in online classes. By expanding the field of study to other online and hybrid subject areas, researchers could develop of a broader, formal grounded theory. Such research might lead to the redesigning of online classes to be more andragogic and more transformative while addressing the cognitive and affective needs of the learners. A redesigning of a course might be advanced due to the need for (a) increased synchronous interaction between course members, (b) increased humor to lower learners' anxiety levels, and (c) learning styles to be addressed via all four learning modalities. </p>

<p> There have been many debates on how and why English has spread worldwide. As a local case of the phenomenon, this study investigates the spread of English in the Japanese speech community in the framework of World English and macroacquisition (Brutt-Griffler, 2002) while also using dialogism (Bakhtin, 1981; Holquist, 2002) and the theory of value (Makiguchi, 1981-88) to analyze the data. The study examines the reasons for and the mechanisms of the spread of English and discusses educational implications of the phenomenon in Japan. In carrying out its research objectives, the study investigates the perceptions about English among English teachers, students, parents, the government policy makers, and the business world and reveals how their voices have interacted with one another and have become a force to promote English. </p><p> This dissertation employs a case study as its methodological approach by drawing data from the analysis of policy documents that sheds light on the historical development and implementation of English language policy in Japan; equally it analyzes the data from semi-structured interviews and questionnaire surveys with the subjects to uncover the contemporary narrative of English language use in Japan. The data obtained from each group of participants are interpreted in a cohesive manner so that the interaction of the multiple voices is represented. </p><p> The study shows that there are two principal forces that have promoted English at least since the early 1990s in the Japanese speech community: one of them is the performative and academic motives among the subjects in higher education. The second force that propels English pertains to what I call the discourses of "English will be important in the future." </p><p> The findings of the study provide an insight into one of the local cases of the worldwide spread of English. The understanding of how this local situation does or does not fit into the overall worldwide phenomena contributes to our understanding of World English, a larger body of knowledge on the worldwide spread of English.</p>

<p> Puerto Rican English teachers are included in a difficult recruitment category because a shortage amount of them reached a university degree in this area every year. The primary purpose of this qualitative, multiple case study was to explore how Elementary English teachers perceived their first experience as professional versus the knowledge they acquired in their bachelor's degree. Likewise, this study tried to identify those college courses that made easier their first experience of teaching at the Department of Education of Puerto Rico and how the universities reduce the dilemma of transition between the theory and practice in these professionals. Five new English teachers recruited in Puerto Rico's public schools with an experience of less than three years in this area participated in this research. Data were collected through two independent semi structured interviews, a review of documents related to school and universities, and the investigator field notes. Analysis of the data suggested that both, Puerto Rico's universities and the Department of Education need to keep up the most effective communication in order to bring these professionals the skills and knowledge they need to master as Elementary English teachers in public schools in Puerto Rico as well as they feel reliable during their transition between formal studies and job experience, and decide to keep their profession.</p>

<p> The purpose of this descriptive survey study was to (a) investigate the impact of ELL Shadowing on teachers' awareness of the academic language abilities and needs of Long-Term English Language Learners; (b) assess teacher-perceived proficiency in implementing Frayer Model and Think-Pair-Share Charting instructional strategies with English learners following specially designed professional development; (c) assess teacher self-efficacy to effectively address the academic language needs of English learners following specially designed professional development; and (d) investigate the academic language performance of Long-Term English Language Learners as a result of the Frayer Model and Think-Pair-Share Charting strategy implementation. </p><p> This study used an original survey created by the researcher consisting of 13 structured and 2 semi-structured questions that was administered after professional development on ELL Shadowing, the Frayer Model, and Think-Pair-Share Charting. The survey's 15 questions examined teacher self-efficacy in using the 2 instructional strategies to meet the needs of Long-Term English Language Learners, how ELL Shadowing impacted teachers' perspectives of English learners, and the impact of the 2 instructional strategies on English learners' performance following professional development. </p><p> The findings from this study indicated that: (a) the majority of teacher participants saw the benefit in ELL Shadowing increasing awareness of the academic needs of Long-Term English Language Learners and that these students often remain passively silent in the classroom; (b) teachers are slightly more comfortable using the Frayer Model than Think-Pair-Share Charting; (c) the majority of teacher participants saw the benefit in using the Frayer Model and Think-Pair-Share Charting to increase student talk, accountability, and Academic Language Development; and (d) in addition to professional development workshops, some teachers need ongoing support and coaching for full implementation of instructional strategies. </p><p> It was concluded that: (a) ELL Shadowing increases awareness of Long-Term English Language Learners; (b) English learner professional development can increase teacher efficacy for supporting English learners; (c) The Frayer Model and Think-Pair-Share Charting, when used in conjunction, increase academic language development for English learners; and (d) Effective professional development requires a systems approach in order to build teacher capacity and sustainability.</p>

<p> The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.</p>

<p> This quantitative method, quasi-experimental design study examined the possible effect of foreign language study in Tennessee middle schools on mathematics achievement. The population was 1,708 historical student test scores of a single cohort spanning 6^th through 8^th Grades from the same schools within a large urban public school district. NCLB demographics included race, gender, socio-economic status, and ELL status. The quasi-experimental design followed methods described by Shadish, Cook, &amp; Campbell, including independent control and treatment groups, pre-test/post-test, stratification, and matching. The instrument was the mathematics portion of the revised (2008-2009) Tennessee Comprehensive Assessment Program (TCAP) standardized tests. The TCAP was revised with increased critical thinking skills according to the Webb taxonomy and normalized to national standards. The study indicated that the foreign language treatment group performed significantly better than the control group, <i>t</i>_2&ndash;samp (&infin;) = 4.87, <i>a</i> &lt; .05, on their 8^th Grade TCAP mathematics test. The problem was that foreign language programs had been reduced or eliminated under NCLB-related academic and financial pressures. Political and educational leadership lacked evidence linking foreign language study to mathematics achievement in middle schools. This study was situated within an intuitionist mathematics philosophy, brain-based research, and social cognitive learning theory. Implications included an age-appropriate curriculum development model, curricular integration, support for foreign language study in middle schools, and the possible detrimental effects of cancelling foreign language programs.</p>

<p> Immigrant and refugee students who have been entering the United States have a pressing challenge and that challenge is the learning and comprehension of the English language. School administration and faculty have struggled to meet the needs of immigrant and refugee students in urban schools. The purpose of the quantitative correlational study was to test the hypothesis that sixth, seventh, and eighth grade immigrant and refugee band students scored higher on the Arizona Instrument to Measure Standards (AIMS) test than did junior high immigrant and refugee non-band students in the reading and comprehension of the English language, as assessed by the 2010 and 2011 reading and 2011 writing test scores of the AIMS. The target population consisted of the immigrant and refugee student population in three junior high schools in the A1 district, a Title 1 district in Phoenix, Arizona. The federal government created and developed Title 1 schools in the United States for students who were living at or near poverty and who may have been at risk of failure. The data clerks, faculty, and administrative members collected the reading and writing scores of the band and non-band sixth, seventh, and eighth graders of the three junior high schools from the Microsoft Excel&reg; program of the A1 District and the data were input into the Microsoft Excel program, then into the Statistical Package for the Social Sciences&reg; (SPSS) program and analyzed. Two-tailed <i>t</i>-tests were conducted to analyze differences in the reading and writing scores between the band and non-band students in three junior high schools in Central Phoenix. A statistically significant difference in reading and writing scores was found between those students who were band participants and those who were not.</p>

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