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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 2 CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs Beato, Carlos Manuel. - 2019 BASE Show details 3 EFFECTS OF WORD AND STUDENT FACTORS ON INSTRUCTIONAL REINFORCEMENT IN A VOCABULARY PROGRAM IMPLEMENTED WITH SECOND GRADE BILINGUALS Artzi, Lauren. - 2018 BASE Show details 4 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 5 HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT? Anand, Supreet. - 2018 BASE Show details 6 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 BASE Show details 7 Identifying the Supports and Challenges of High School Latino English Language Learners Hanks-Sloan, Alison Elizabeth. - 2016 BASE Show details 8 Re-Positioning Latino Heritage Language Learners: The Case of one adolescent's experiences in two different pedagogical spaces. Merrills, Kayra Zurany. - 2015 BASE Show details 9 A BILINGUAL FAMILY LITERACY PROGRAM FOR FAMILIES OF ENGLISH LANGUAGE LEARNERS: EXPERIENCES, PERSPECTIVES, AND LITERACY PRACTICES FROM THREE FOCAL FAMILIES Palombo, Kimberly Marie. - 2015 Abstract: A large body of research identifies the positive association between family literacy and reading outcomes for children. However, much of this research focuses on children in the emergent reading stage. Research aimed at family literacy for families with English language learners (ELLs) is further limited. Due to the dearth of family literacy program (FLP) literature for children in grades three through five, the current study investigated the experiences and attitudes of three parent–child focal pairs who participated in a bilingual family literacy program. This qualitative study of a family literacy program investigated the following two research questions: (1) What are families’ experiences and attitudes related to a family literacy program, implemented as part of an existing reading intervention, to support children’s reading development?; and (2) How does what families learn in a family literacy program align with at–home literacy interactions? Three parent–child focal pairs who were ELLs and had children in fourth grade, served as the participants to investigate these questions. Data sources for analysis included parent and student interviews, parent questionnaire, and audio/video recordings of the program. The constant comparative method (Strauss & Corbin, 1990) was used to analyze all data, both within and across the focal families. The analysis culminated in the development of an emergent theory that summarized the findings from the experiences of the focal families included in this study. Analyses of data revealed the three focal families desired to support their children’s literacy development through participation in family literacy programming, and they added to their skills with practical strategies to use with their children. Further, participation in family literacy programming deepened Spanish family literacy interactions related to texts children read in English through oral discourse. Finally, families’ implementation of strategies learned in an FLP extended their existing home literacy environment. A discussion of the findings, implications for families, home–school partnerships, and future FLPs, limitations of the current study, and future areas of research are then explored. Keyword: discussion strategy; ELL; English language learners; family literacy program; Individual & family studies; qualitative methods; Special education; upper elementary school URL: https://doi.org/10.13016/M24D1D http://hdl.handle.net/1903/16985 BASE Hide details 10 Equity in Spanish/English Dual Language Education: Practitioners' Perspectives Sugarman, Julie Sarice. - 2012 BASE Show details 11 PROSPECTIVE ELEMENTARY TEACHERS' LEARNING TO EDUCATE ENGLISH LEARNERS IN A TEACHER EDUCATION PROGRAM: A CASE STUDY Daniel, Shannon Mary. - 2012 BASE Show details 12 THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION Gray, Jennifer Letcher. - 2012 BASE Show details 13 Apologies in French: An Analysis of Remedial Discourse Strategies Used by L1 Speakers Bodapati, Sandhya. - 2009 BASE Show details 14 TEACHING EXPERTISE AS A CULTURALLY-EMBEDDED PHENOMENON: A CASE STUDY OF ONE ESOL DEPARTMENT Bramblett, Shannon Rene. - 2004 BASE Show details 15 State Policies and Classroom Practice: Adapting Instruction for English Language Learners Bentley-Memon, Millicent Lynn. - 2004 BASE Show details

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