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Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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| 2 |
A Grounded Theory Investigation of Supervisors’ Perspectives on Multicultural Strength-based Supervision
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In: ETD Archive (2019)
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| 3 |
Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio
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In: ETD Archive (2019)
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| 4 |
Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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| 5 |
The Use of Word Games to Enhance the Vocabulary of Sixth Grade Students
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In: Dissertations (2019)
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| 6 |
Entrepreneurs’ Learning Skills and Strategies as Represented in the PIAAC Survey Empirical Research
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In: Adult Education Research Conference (2019)
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| 7 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 8 |
The Impact of Math Vocabulary on Conceptual Understanding for ELLs
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In: Networks: An Online Journal for Teacher Research (2019)
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| 9 |
Rags to Riches: One Migrant Worker's Journey to Educational Triumph
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In: Educational Considerations (2019)
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| 10 |
Perceptions of Tennessee Employees in Higher Education and K-12 working with Confucius Institutes
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In: Electronic Theses and Dissertations (2019)
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| 11 |
The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students
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In: Theses, Dissertations and Capstones (2019)
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| 12 |
English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2019)
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Abstract:
The purpose of this transcendental phenomenological study was to describe the experiences of English for Speakers of Other Languages (ESOL) teachers and other staff members who work with newcomer English Language Learners (ELLs) at the secondary level in two Northern Virginia public school systems. Stephen Krashen’s (1982) theory of second language acquisition guided this study as it explains the ways in which students learn and acquire new language skills throughout their schooling and social experiences. The following central research question guided this study: What are the experiences of ESOL teachers and staff members who work with newcomer ELLs at the secondary level in Northern Virginia? Three sub-questions will support the central question: How do participants describe the learning environment? How do participants describe the process of second language acquisition for their students? How do participants describe the process of content area knowledge acquisition for their students? Participants were current newcomer ESOL teachers or other staff members (administrator, counselor, educational coach, or other school-based staff member) who work in one of two school districts in the Northern Virginia region. Data was collected through semi-structured interviews, writing prompt responses, a focus group, and a classroom analysis. Data analysis included bracketing, horizonalization, code clustering, textural description, structural description, and the essence of the phenomenon. Results of the study show that the learning environment, support, pedagogy and practices, and understanding student backgrounds are all major themes that shape newcomer ESOL teacher experiences at the secondary level.
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Keyword:
and Multicultural Education; Bilingual; Education; English for Speakers of Other Languages (ESOL); English Language Learners (ELLs); Language Acquisition; Multilingual; Newcomer
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URL: https://digitalcommons.liberty.edu/doctoral/2153
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=3212&context=doctoral
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| 13 |
No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion
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In: Education and Policy Briefs (2019)
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| 14 |
Strengthening Spanish-Speaking English Learners’ Acquisition of English by Supporting Cross-Language Transfer During Early Childhood
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In: Award Winners (2019)
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| 15 |
Intersections at a Multiethnic High School: C3WP Meets Culturally Relevant and Sustaining Pedagogy
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In: Language Arts Journal of Michigan (2019)
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| 16 |
Teachers’ Critical Reflections on using the NYSED Bilingual Common Core Progressions and Implications and their use for the Quality of Multilingual Learners’ Instruction
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In: Journal of Multilingual Education Research (2019)
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| 17 |
In the Midst but Nowhere--- Narrative Inquiry into Expereince of Chinese Hui Ethnic Minority in Ningxia, China
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 18 |
The Centrality of Intercultural Communication in the 21st Century’s Liberal Arts Curriculum
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 19 |
Reaching English Learner (EL) Families Through a Bilingual Family Literacy Program
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In: National Youth Advocacy and Resilience Conference (2019)
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| 20 |
Preparing Culturally Responsive Educators in the 21st Century: White Pre-service Teachers Identification of Unearned Privileges
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In: Georgia Educational Researcher (2019)
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