| 1 |
A Phenomenological Study of High School Academic Subject Teachers’ Experiences Differentiating for English Language Learners
|
|
|
|
In: Doctoral Dissertations and Projects (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Investigating Special Education Services for Elementary English Language Learners within the South-Central U.S.: A Survey of General Education, Special Education, and ESL Teachers
|
|
|
|
In: Mahurin Honors College Capstone Experience/Thesis Projects (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Negotiating Identities in Middle School Science: Impacts on Students’ Perceived Expertise and Small Group Participation
|
|
|
|
In: All Graduate Theses and Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Teacher Perceptions and Education Practice for English Language Learners
|
|
|
|
In: NERA Conference Proceedings 2019 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
English Language Learners and Home-Language Text Use in Secondary English Language Arts Classrooms
|
|
|
|
In: Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Newcomer English Language Learners in High School Choral Music Education: An Ethnographic Case Study
|
|
|
|
In: Open Access Theses & Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Newcomer English Language Learners in High School Choral Music Education: An Ethnographic Case Study
|
|
|
|
In: Open Access Theses & Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Breaking the Language Barrier: Equitable Assessment in General Chemistry
|
|
|
|
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2018)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Comparing perceptions between dual language teachers and traditional public school teachers ...
|
|
Weintraub, Daniel. - : University of Southern California Digital Library (USC.DL), 2015
|
|
BASE
|
|
Show details
|
|
|
| 10 |
A Phenomenology of Academic Support in Culturally and Linguistically Diverse Homes of At-Risk Students
|
|
|
|
In: Doctoral Dissertations and Projects (2012)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Three young Korean children's English language learning in two American preschool classrooms
|
|
|
|
Abstract:
The purpose of this study was to examine the process of English language learning through social interactions in a preschool. Three Korean ELLs in two American preschool classrooms were observed over the course of one school year, and their interactions were analyzed using qualitative methods to describe and explain how their learning developed over time. ELLs developed English skills using five types of actions and interactions. Non-communicative action (NCA), private speech (PS), Non-verbal communication (NVC), and Non-responses (NR) were used while ELLs became accustomed to their classroom routines and members. As the children understood routines and interactions, they employed verbal communication (VC) by access and initiation with the teachers and peers; descriptions and attention-getting were mostly used to communicate with others. Three steps of language learning were identified: 1) children actively participated through observation and listening; 2) peer involvement or teachers scaffolding provided understanding and competence through reoccurring instructions and themes; 3) English competencies developed through everyday social interactions with other children. Joint-attention (Yawkey & Miller, 1984) or mutual involvement (Camoinoni, 1979) played a central role in maintaining interactions. For mutual involvement to occur, ELLs had to find cooperative and loyal peers. To build such friendships, ELLs had to use other-centered strategies at the beginning of the school year and become avid observers and active participants. Social relationships thus were essential to facilitate social interactions and shared understanding. Play types (cooperative, parallel, and solitary), selection of friends or play partners, and attitudes toward peers influenced friendship-building and the development of English language comprehensions.
|
|
Keyword:
Education; English language learner; General; Korean; preschool children; preschool classroom; second language learning; social interaction
|
|
URL: http://hdl.handle.net/1903/11201
|
|
BASE
|
|
Hide details
|
|
|
| 12 |
In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
