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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 3 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 4 |
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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| 5 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 6 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 7 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 8 |
EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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| 9 |
EFFECTS OF STUDENT-LED PROGRESS TRACKING OF ENGLISH PROFICIENCY ON NEWCOMERS’ SELF-EFFICACY ...
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| 10 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (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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| 12 |
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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| 13 |
Engaging The Disengaged: The Zone Of Proximal Distance Between Deliberately Silenced Educators And Preferably Unheard Latino Immigrant Parents
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In: Open Access Theses & Dissertations (2021)
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| 14 |
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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| 15 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
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In: Reports (2020)
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| 16 |
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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| 17 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 18 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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Abstract:
This study examined the experiences of adolescent English learners (ELs) as they described instruction which advanced their academic achievement generally and their academic language development more specifically. Language is an integral part of classroom learning in all subject areas, and to succeed in school, students especially ELs, need opportunities to develop the specialized academic language that is associated with content learning (Bunch, 2013; Gebhard, 2019; Harman, 2018; Short & Echevarria, 2016; Schleppegrell, 2015; Walqui & Bunch, 2018). Previous scholarship on instructional practices that are most effective for the development of academic language and the academic achievement of ELs has largely been driven by theory related to second language acquisition rather than by empirical evidence. This study explored the unique capacity of student voice to reveal first-hand experience of influential instruction in order to help focus what content teachers should know and do to more effectively instruct their linguistically diverse learners. Six ELs from varied language and cultural backgrounds were interviewed in their senior year of high school using Seidman’s three-interview protocol (Seidman, 2015). The Academic Language Learning in Every Subject (ALLIES) Framework (O’Hare & Pritchard, 2017) was adapted to structure both the interview protocols as well as the data analysis. Student perceptions were largely congruent with the literature and one of several conclusions is that EL student voice is potentially a valuable source of professional learning for teachers.
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Keyword:
Academia; and Multicultural Education; Bilingual; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Education Policy; Educational Methods; Higher Education; Higher Education and Teaching; Language; Language and Literacy Education; Learning; Linguistic Diversity; Multilingual; Public Affairs; Public Policy; Public Policy and Public Administration; Secondary Education and Teaching; Social and Behavioral Sciences; Teacher Education and Professional Development
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URL: https://digitalcommons.usm.maine.edu/etd/377
https://digitalcommons.usm.maine.edu/cgi/viewcontent.cgi?article=1393&context=etd
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| 19 |
Learning from the History of Language Oppression: Educators as Agents of Language Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2020)
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| 20 |
Cultivating Classroom Libraries that Promote Multicultural Literature: Helping Our Students See Themselves in the Books that They Read
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In: Certificate of Advanced Studies (CAS) in Literacy (2020)
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