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Hits 5.421 – 5.434 of 5.434
| 5421 |
A survey research of reading methods used by New Mexico middle school teachers
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| 5422 |
In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
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| 5423 |
An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005
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| 5424 |
Exploring the self-reported perspectives and behaviors of predominantly English-speaking teachers regarding the incorporation of English language learners’ native languages into instruction
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| 5425 |
Educational experiences and academic achievement of Asian Indian American students in a Midwestern university town in the United States: a multiple case study
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| 5426 |
Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students
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| 5428 |
Television commercials as a window on American culture for teaching adult English as a second language students
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| 5429 |
The impact of the use of printed instructional materials with native language support on immigrant students’ performance in high school mathematics
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| 5430 |
Exploring a secondary urban ESL program: addressing the social, affective, linguistic, and academic needs of English language learners (ELLs)
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Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; Thomas Vontz ; Offering a high-quality education to English language learners (ELLs) is a challenge in schools across the United States. Yet, few studies have been conducted to investigate high school English as a second language (ESL) programs. This study provides insights into how a Kansas urban high school ESL program promotes access to the curriculum for ELLs by providing for their social, affective, linguistic, and academic needs. The purpose of this dissertation is to use the premise of educational equity and Catherine Walsh’s (1991) educational needs for ELL school success to explore how structural components of the ESL program in this study promote the access of ELLs to the curriculum. This study offers (1) insights into how urban school districts with high ELL populations might address the issue of access to the curriculum, (2) insights into various perceptions of participant groups—administrators, teachers, and students, and (3) insights into how ESL program components address the educational needs for ELLs to gain access to the curriculum. More specifically, this study emphasizes the following four structural components of the ESL program: (1) student placement, (2) sheltered content courses, (3) teaming, and (4) Spanish for native speakers courses. These structural components are used as a lens to view how social, affective, linguistic, and academic needs of ELLs are addressed. Although the results of this study cannot be generalized to other schools or districts, this study may help other districts, schools, and individual teachers make informed decisions. By demonstrating how four structural ESL program components meet the needs of ELLs in a high school setting, other educators might replicate components on their journey for educational equity within their own venues.
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Keyword:
Bilingual and Multicultural (0282); Education; English language learners' needs; Equal educational opportunity for ELLs; ESL curriculum access; ESL program evaluation; ESL secondary programs; High school ESL; Secondary (0533); Teacher Training (0530)
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URL: http://hdl.handle.net/2097/2218
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| 5431 |
Cultural difference and teaching ESL students: a school based action research project
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| 5432 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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| 5433 |
Whose Education? Whose Nation? Exploring the Role of Government Primary School Textbooks of Bangladesh in Colonialist Forms of Marginalization and Exclusion of Poor and Ethnic Minority Children
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| 5434 |
Teaching English in the Global Age: Cultural Conversations
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