<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>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3588300 |
| Date | 06 September 2013 |
| Creators | Owen-Tittsworth, Michelle D. |
| Publisher | Pepperdine University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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