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The icing on the cake. Or is it frosting? The influence of group membership on children’s lexical choices ...
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The pre-nasal allophonic splitting of /ɛ/ in Toronto Heritage Cantonese
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In: English Faculty Scholarship (2021)
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Cross-linguistic acquisition of gender and number morphology: a study of intermediate L2 French and L2 Spanish
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In: Thinking Matters Symposium (2021)
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An Overview of Life and Works of Jami & His Perception of Love
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In: Journal of Islamic and Middle Eastern Multidisciplinary Studies (2021)
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Learning Morphological Productivity as Meaning-Form Mappings
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In: Proceedings of the Society for Computation in Linguistics (2021)
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LA ADQUISICIÓN DE LOS VERBOS POSICIONALES EN NIÑOS BILINGÜES DE ZAPOTECO-ESPAÑOL EN UN CONTEXTO DE PÉRDIDA LINGÜÍSTICA
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In: Doctoral Dissertations (2021)
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The Acquisition of Advanced Level Chinese Heritage Language (CHL) Learners:A Comparative Analysis Concerning The Aspect Marker “LE了”
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In: Masters Theses (2021)
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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
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2021)
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Abstract:
This paper explores solutions to the issue of overrepresentation in special education among the English Language Learner (ELL) population. Reasons for overrepresentation of this population can be summarized into three main categories: diagnostic problems, TESOL shortages, and improper assessment tools. By educating future and current teachers on proper ways and techniques to teach, academic failure among ELL students is prevented. Assessment forms need to be revised and accountability needs to exist to ensure that poor teaching and learning environments are not being diagnosed as a disability. An attempt to find how effectively these solutions have been implemented into schools, overrepresentation rates of ELLs, and what other practices are currently being implemented was made through the use of a study distributed to teachers in the South-Central United States. Research found that teaching strategies were poorly enforced in some schools due to lack of instruction in college coursework and professional development and provision of resources for English Language Learners between urban and rural schools had a stark contrast. No school within the survey displayed overrepresentation. However, all schools seemed to lack accountability for assessing an ELL with a possible disability.
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Keyword:
assessments; disabilities; Education; English language learner; ESL shortages; First and Second Language Acquisition; Linguistics; overrepresentation; Special Education and Teaching; TESOL
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URL: https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1907&context=stu_hon_theses https://digitalcommons.wku.edu/stu_hon_theses/900
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Professional Development of EFL Teachers in Tanzania: Ubinafsi or ujamaa?
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In: World Languages and Cultures Faculty Publications (2021)
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Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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Educational Background and Identity: Factors Influencing Arab Women Learning English as a Second Language
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In: Journal of International Women's Studies (2020)
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From Japanese to Elvish: Comparing Different Writing Systems
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In: The Compass (2020)
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Texte im Spiegel der Zeit: Die Methode der Wirklichkeitsmontage in Alexander Kluges Dezember
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In: German Journal Sprache Literatur Kultur (2020)
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Editorial
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In: German Journal Sprache Literatur Kultur (2020)
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Weekend Spanish Immersion Camp: a Non-Traditional Teaching World Language to Middle School American Students
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In: Dissertations and Theses (2020)
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Dynamic Assessment for Evaluating Bilingual Children's Potential for Language Development Over Time: a Pilot Study
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In: University Honors Theses (2020)
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