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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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Theme-based Second Language Learning through Multimodal Experimental Animation
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In: Chinese Language Teaching Methodology and Technology (2021)
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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| 9 |
Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth
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In: Electronic Theses and Dissertations (2021)
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Graphic Novels for Multimodal Learning: Equity for English Learners
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In: Language Arts Journal of Michigan (2021)
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| 11 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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Pedagogy or Andragogy?: Which teaching method produces successful ESL tutoring that involves musical activities?
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In: Theses/Capstones/Creative Projects (2021)
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| 13 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 14 |
Esperanza Rising and Identity: Exploring Literature and Self in Upper Elementary School
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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| 15 |
Writing to Transgress: Autobiographies and Family Trees as Multimodal and Culturally Sustaining Writing Pedagogy
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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Teaching in the Digital Age: Creating a Student-Centered Classroom
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In: All Graduate Plan B and other Reports (2021)
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| 17 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 19 |
Second Language Acquisition and Standardized Assessment Practices
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In: College of Education Theses and Dissertations (2020)
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Abstract:
Throughout the history of the United States, tests have been utilized as a means to exclude and marginalize immigrant and minority populations, and in the absence of a national language policy have served as de facto language policy. English Learners (ELs) have been among the fastest-growing student populations in the United States, comprising a heterogeneous group with different cultural and linguistic backgrounds. Research findings concerning the assessment of ELs highlight a significant difference in the academic performance of these students from that of their native English speaking classmates. ELs face a substantial hurdle in learning both English and academic content in English at the same time. The purpose of this quasi-experimental correlational design quantitative study was to examine the relationship between ELs’ second language proficiency and achievement on federally mandated standardized content-area assessments in ELA and mathematics. This study sought to address the overarching issues concerning the processes of second language development and assessment of ELs within the context of public education in the United States. This study employed various statistical tests - linear correlation, Chi-Square test of independence, and linear regression models - to measure the degree of association and strength of relationship amongst the variables to test the hypotheses and answer the research questions. The participants for this study included 119 third, fourth, and fifth grade ELs in a small, yet significantly diverse, suburban Illinois school district during the 2017-2018 academic school year. The results of this study empirically demonstrated that the PARCC assessment for both ELA and mathematics is a linguistically laden challenge for ELs in a way that it is not for students whose primary language is English. The results clearly elucidate the relationship between English language proficiency and achievement on PARCC, a federally mandated performance-based content-area assessment. Furthermore, this study provides specific information and insight regarding the validity and reliability of standardized assessment practices within the State of Illinois at a moment of decision and opportunity. There are profound societal impacts to this work that extend well beyond performance on a standardized assessment. The equity in assessment and educational experience for ELs is critical to our work in schools of providing all students with the knowledge, understandings, strategies, and confidence to achieve success in a self-determined future.
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Keyword:
assessment; Educational Methods; EL; English learner; equity; Language and Literacy Education; PARCC; standardized
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URL: https://via.library.depaul.edu/cgi/viewcontent.cgi?article=1178&context=soe_etd
https://via.library.depaul.edu/soe_etd/175
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| 20 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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