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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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Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; Linda P. Thurston ; This study utilized an ecobehaviorial approach to investigate the relationship between English language learner language use in middle school content area classrooms and instructional grouping configurations. The participants in the study included 28 native Spanish-speaking students who attended urban middle schools. These students were all identified as being English language learners (ELL) in need of English as a second language support services. This study used the Ecobehavioral System for the Complex Recording of Interactional Bilingual Environments (ESCRIBE) software to record data regarding contextual factors and ELL student behavior using 15 second momentary time sampling in mathematics, social studies, science, reading, and language arts classes. The program analyzed this data to determine conditional probabilities of various student behaviors given each contextual factor. The focus contextual factor of this study was instructional grouping configurations: whole class, small group, one-to-one, and individual instruction. The focus student academic responses included academic language production (writing, reading aloud, and talk academic), academic language reception (reading silently, student attention, and other academic), and other non-academic responses. In this study, the participants were most likely to produce academic language during small group and one-to-one instruction. They were least likely to engage in academic talk during whole class and individual instruction. If teachers want to encourage ELL students to produce academic language, they should consider using more small group and one-to-one instructional grouping configurations.
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Keyword:
academic language; Bilingual and Multicultural (0282); classroom interaction; Curriculum and Instruction (0727); ecobehavioral; Education; English language learner; ESL; Language and Literature (0279); middle school
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URL: http://hdl.handle.net/2097/238
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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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| 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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