<p> With a growing population of English Language Learners in our schools, their specialized classroom needs must be addressed. California state testing shows that English Language Learners (ELL) consistently perform below proficiency as compared to other students who are not English Language Learners. Many times, in response to pressure placed by the state testing requirements, administrators and educators focus on English Language development strategies at the cost of other content areas such as science. The Science and English Learning Development Blended Program is a professional development project that combines English Language Development (ELD) strategies within science lesson plans to address the language needs of English Language Learners through science content. The Blended Program was in place for four years in an urban school district in southern California. During its initial year of implementation, a research study focused on the types of changes teachers made to their science lesson plans as a result of their professional development: all of the changes made had to do with English Language Development and not Science. Implications of this study suggest that at the start of the program changes to support science content were not made because the teachers did not have the science knowledge to be comfortable enough to make changes to address the science portion of the lesson. The data analyzed for this study was collected during the Blended Program's third and fourth year of implementation. The findings show changes which reflect the following themes: science concept acquisition, oral language development, and scaffolding instruction. These themes reflect changes . that address both English Language Development and science. The individuals involved with the Blended Program have now had training for ELD and Science content for three or four years. Results suggest that the training not only equipped the teachers with English Language Development strategies but has also improved teachers science content knowledge and as a result teachers are better equipped to address the science in the lesson.</p>

<p> This research examined the effectiveness of the use of two different type of electronic dictionary: monolingual and bilingual dictionaries in the reading comprehension, production, and vocabulary acquisition by Chinese international students. A total of 141 Chinese international students with different English levels were involved in the study, and 139 of them finally completed the experiment. Sixty eight ofthem were assigned to use a monolingual dictionary during the test while the rest to use a bilingual dictionary. The exact same exam which was called verbal reasoning, measured in three times, contained 25 questions that examined participants' ability to analyze vocabulary and evaluate information from written material. Thirteen of the participants were interviewed twice about their perceptions of vocabulary acquisition, their view about using electronic dictionaries in reading comprehension. In spite of that most researchers tend to believe that the use the monolingual electronic dictionary would lead better outcomes and promote incidental vocabulary acquisition, the result of the experiment showed there was no significant difference among Chinese international students who used the monolingual or bilingual dictionary in verbal reasoning exams.</p>

<p> This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed.</p>

<p> Ample data exists indicating that immigrant-origin students are underperforming in education at all levels. In particular, immigrant-origin students are disproportionally the least prepared for higher education. As a result, a majority of these students begin their academic careers at community colleges where they enroll in remedial courses at rates far higher than those for other student populations. Such is the common pathway for immigrant-origin students entering an Urban Public University system (UPU). Research tells us that students who enter college academically underprepared and who struggle in introductory courses are more likely to drop out or withdraw, thus lowering their chances of earning a degree. This dissertation examines the intermediate variables associated with retention and academic achievement during a critical juncture in the college experience: remedial English.</p><p> This case study will focus on the institutional context in which the student experience takes place juxtaposed with the student perspective of remedial English. Thus, the overarching research question is: How do English remediation policies and practices (with regard to admissions, placement, testing and remediation classroom experiences) at a large public institution shape the student experience and how does the experience contribute to academic achievement?</p><p> In hopes of capturing a comprehensive understanding of the intermediate factor of remedial English, I designed my research with the entirety of the UPU system in mind. To gain the greatest insights into how enrollment in remedial English can influence the academic achievement of immigrant students at UPU, I asked the following research questions: Q1. What are the perceptions of faculty and administrators about remedial English policies and practices and their role in structuring the experiences, opportunities and impediments for immigrant-origin students in community college? Q2. What are students' perceptions of remedial English policies and practices and their role in structuring experiences, opportunities and impediments in community college? Q3. How do faculty, administrators, and students perspectives converge and diverge regarding the experiences, opportunities and impediments for immigrant-origin students in remedial English? By increasing our focus on immigrant-origin students in developmental writing courses, we may contribute positively to student retention and academic achievement overall. Additionally, this study may serve a national purpose by providing critical insights to advance the "completion agenda" endorsed by the federal government as well as numerous private foundations and advocacy groups that share the goal of drastically improving college graduation rates particularly in community colleges by 2020.</p>

<p> Previous studies on nonnative English speaker teachers (NNESTs) (Reyes &amp; Medgyes, 1994; Samimy &amp; Brutt-Griffler, 1999; Llurda, 2008; Rajagopalan, 2005) and publications in World Englishes (WEs), English as a Lingua Franca (ELF) and English as an international language (EIL), have analyzed and documented how prevailing ideologies rooted in "the myth of the native speaker" (Pennycook, 1994; Canagarajah, 1999; Kramsch, 2000), "the native speaker fallacy" (Phillipson, 1992) and associated ideologies generate discrimination and affect students and teachers' sense of self-worth. </p><p> By making use of telecollaboration to determine how L1 Spanish speaking Colombian EFL pre-service teachers' interactions with U.S. heritage Spanish speakers (HSSs) influence the Colombian future teachers' self-perceptions as (non) native speakers and future teachers, this study responds to scholars' concerns to diversify the scope of explorations on NNESTs. Examining the ideological side of the native vs. non-native speaker dichotomy in telecollaboration, this research seeks to reverse the tendency to study interactants' exchanges mainly as a language feedback process through which "native speakers" support those who are not native speakers. </p><p> Under an overarching qualitative phenomenological case study research design, the first article's pre-assessment of participants' self-perceptions of (non) nativeness found that the myth of the native speaker, the native speaker fallacy and associated ideologies permeated participants' self-images as language speakers and prospective teachers. Nevertheless, their ongoing education and the perceived benefits of becoming skillful language users contrasted with the harmful effects of these ideologies. </p><p> The second study determined that in adopting meaning making abilities as their center of interest in telecollaboration, most participants focused less on the achievement of idealized native speaker abilities. Their interaction with U.S. peers generated confidence in their use of English, self-criticism of their skills in Spanish and a tendency to embrace the idea that they could succeed as English teachers. The third article suggests that the cooperative relationships that participants established with U.S. peers provided them affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of nativespeakership ideologies, and informed judgments to dismantle them.</p>

<p> The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help &ldquo;close the gap&rdquo; and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers&rsquo; perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners.</p><p> Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. </p><p> Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level.</p><p> The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process.</p><p> Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.</p>

<p> Adult Hispanic ESL students in rural San Luis, Arizona, face a challenging situation. Since San Luis lies on the southwestern tip of Arizona and borders with Mexico, Spanish is the predominant language. English, on the other hand, is mostly heard in classrooms. This can be a predicament for adult Hispanics who need to be proficient in English in order to excel at college or university. What can be done to assist these students? The literature states that one becomes a better reader by reading extensively (Krashen, 1999; Grabe, 2009). How does one get ESL students to read extensively if they are stymied by their limited vocabulary? A solution is graded readers. These are books written specifically for second/foreign language learners and consist of seven to eight levels. According to the literature, as individuals read through the different levels, their vocabulary and reading comprehension will increase (Nation and Wang, 1999; The Extensive Reading Foundation, 2011). Eventually, they will be able to comprehend text written specifically for native English speakers (Waring, 1997). </p><p> A mixed-methods study was conducted to assess the effect that graded readers vis-&aacute;-vis Scaffolded Silent Reading (ScSR) had on adult Hispanic ESL students at a community college on the U.S.-Mexico border. The areas examined were vocabulary growth, reading comprehension, and reading attitude. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group had a positive attitude towards reading graded readers through Scaffolded Silent Reading. </p><p> There is the need for further studies of a longer duration with adult Hispanic ESL students who live on or near the U.S.-Mexico border. The findings could build on this preliminary study. Furthermore, they contribute to the literature on extensive reading in general and graded readers through Scaffolded Silent Reading, specifically. .</p>

This dissertation documents the work of two teacher collaborators who brought a focus on linguistic and cultural diversity into their literacy teaching even while teaching in English medium schools. The research was carried out during eighteen months utilizing collaborative case study methodology in conjunction with two teachers in highly multilingual and multicultural public elementary schools in the Greater Toronto Area (GTA). This study explores the pedagogical possibilities that are made available by teaching for transfer and highlights the resource that students’ linguistic diversity can be even when the instructional setting is monolingual. The dual language literacy pedagogies of the two teachers provide the basis for an analysis of the paths for knowledge construction and identity development that were made available for students through this work. I examine the role that teacher identity and societal influences play in enabling or constraining a redefinition of literacy for the increasingly globalized context of schools. The image of the child, of literacy and of bilingualism projected by the work of the two participating teachers shape the analysis of their identity and role definition as educators. By examining teaching practices that integrate students’ linguistic and cultural identities into the fabric of the literacy curriculum several themes are considered: (a) the role of teacher identity and choice in creating learning contexts that draw on students’ interests and prior knowledge, (b) the link between student engagement and a classroom ecology that values students’ identities and, (c) the different types of knowledge that are generated in the process of participating in the dual language literacy work. Results suggest that students were able to utilize their first language skills in the service of learning English. They also experienced a renewed motivation to extend their first language skills into the sphere of literacy as a result of its affirmation within the classroom. In the case of both first and second language development, students’ ability to engage cognitively and affectively in their literacy work was heightened by virtue of the integration of their language and culture into the curriculum.

The rapid increase of the English Language Learner (ELL) student population in the United States and their continued lack of achievement means that research must focus on examining differences between the types of second language programs that are available in the U.S. to assist ELLs to learn a second language. The lack of research about teachers’ knowledge and perceptions along with professional development practices in second language programs indicates the need to improve teacher training. This dissertation includes two research studies that followed a mixed-methods approach. Study 1 was conducted with 225 Bilingual and English as Second Language (ESL) teachers in a large suburban school district. Study 2 included 335 Dual Language and ESL teachers from forty school districts in Texas. Study 1 examined Bilingual and ESL teachers’ knowledge of research on bilingual programs, instructional issues for ELLs, general instructional strategies, and second language development amongst bilingual/ESL teachers who work in different language programs. Also, the study considered the professional development opportunities provided to teachers of ELLs. In addition, it examined teachers’ perceptions about administrators, program implementation, program features, school and community, and adequate training along with the degree of program satisfaction. Study 2 investigated whether the program of instruction, grade level, years of experience, types of route to certification, and feelings of pre-service teacher preparation made a difference on Dual Language and ESL teachers’ knowledge and perceptions of second language programs. It also focused on the type of professional development that teachers receive and program strengths and challenges. Findings from both studies indicated significant differences in regards to teachers’ knowledge and perceptions based on a number of variables examined. There were similarities and differences in regards to professional development experiences, program strengths and challenges. Findings indicated that a large number of teachers of ELLs are not receiving adequate training and that bilingual and Dual Language teachers know more than ESL teachers about research on bilingual programs and second language development. These findings have policy implications because they provide information about the type of knowledge and training that teachers are receiving and most importantly the deficits.

The purpose of the study was to investigate the impact of authentic materials on the development of grammar knowledge, retention and opinions of ninth grade students as an English language learner, in comparison with traditional materials and textbooks or coursebooks. To compare experimental and control groups in terms of achievement, retention and perceptions about the implementation units, a pretest-posttest control group design was carried out. For the purpose of this study, two authentic material-based grammar units were designed and developed and implemented to experimental group students. Three instruments / tests, opinionnaires and unit feedback forms were used. Seventeen (15 and two) teachers and 54 students at TED Ankara College Foundation High School participated in the study. As for the data analysis, the quantifiable data in the pre, post and retention tests were analysed by using descriptive and inferential statistical analysis. To indicate the differences between the experimental and control groups in consideration with achievement and retention, independent samples t-test was conducted. Additionally, opinionnaires and unit feedback forms were analysed to obtain information about the students&amp / #8217 / and teachers&amp / #8217 / opinions about grammar teaching in general and according to the treatment. The results indicated that most of the students were more successful in developing and retaining grammar knowledge while using authentic materials in class.