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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8...48 Hits 61 – 80 of 953 61 Minding the Gaps: Effectively Supporting Language Learners with Special Needs Adams, Susan R.; Burns, Britt In: INTESOL Journal; Vol. 18 No. 2 (2021): INTESOL Fall 2021, Volume 18; Issue 2 ; 2373-8936 (2021) BASE Show details 62 Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam Le, Cuong Duc. - 2021 BASE Show details 63 Pronunciation Errors of English Front Vowels by Yemeni EFL Learners Al-Hamzi, Ali Mohammed Saleh; Al-Shrgabi, Abdul hakim Ahmed Sallam; Al-Haidari, Ali Saleh Ahmed... In: PAROLE: Journal of Linguistics and Education; Vol 11, No 1 (2021): Volume 11 Number 1 April 2021; 41-56 ; 23380683 ; 2087-345X (2021) BASE Show details 64 Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers Deng, Qizhen; Trainin, Guy In: Literacy, Language, and Culture Faculty Publications and Presentations (2020) BASE Show details 65 Examining Preservice Secondary Science Teachers’ Implementation of Reform-Based Instruction for English Learners: A Focus on the edTPA Aminger, Walter State. - : eScholarship, University of California, 2020 Abstract: Students designated as English learners (ELs) are the fastest growing group of students in K-12 public schools across the United States. As such, it is important for teacher education programs across the country to support their preservice teachers in attending to the academic and linguistic needs of ELs in order to foster learning opportunities in the classroom. Moreover, given the push for rigorous and equitable science instruction, preservice science teachers of ELs must also learn how to make cognitively demanding work accessible and understandable so that all students can benefit.In this qualitative study, I investigated the lesson series of 20 preservice science teachers from four research universities by qualitatively analyzing their edTPA portfolios. These 20 preservice science teachers represented 37% of all preservice science teachers enrolled in these four programs across the two years of this study. Moreover, I separated my preservice teacher participants into two distinct groups: participants who did not have any EL students when completing their second semester takeover and participants who had at least one EL student in their classrooms at that time. For participants in the EL group, their EL students spoke a variety of home languages and ranged in English proficiency from emerging, to expanding, to bridging (beginning, intermediate, advanced). Further, I then narrowed down my two group samples to only include the participants with the top five and bottom five edTPA scores within each of the two groups. As a result, my final research sample included 20 preservice science teachers, including 10 participants from the EL group and 10 from the non-EL groupUsing a lens of Task Analysis Guide in Science (TAGS), I tracked the NGSS science and engineering practices and science content included in tasks so as to evaluate both the kind and level of student reasoning and sensemaking required. To do so, I examined if and how preservice secondary science teachers (PSTs) contributed to ways to support ELs in both the content and language of science as well as provided opportunities to integrate complex science content and practices in their instruction. More specifically, I analyzed preservice secondary science teachers’ integration of science practices with content and implementation of cognitively demanding tasks as well as whether or not their teaching varied by those preservice teachers who had ELs in their classroom and those who did not. I also examined preservice secondary science teachers’ support of academic language demands, and whether or not those types of support differed between those PSTs who taught ELs and those who did not.One of the major findings was that the PSTs’ instructional task content-practice integration and use of cognitively demanding work were clearly related to how successful they were during their performance assessment, as specified by their total edTPA scores. In fact, those 10 participants who scored high on the edTPA (both PSTs with ELs and PSTs without ELs) were placed in the TAGS Quadrant I: Their instruction showed a high level of integration between science content and practices, and a high level of cognitive demand. In contrast, those 10 participants who had the bottom edTPA scores in each group (both PSTs with ELs and PSTs without ELs) were placed in the TAGS Quadrant III: They were neither able to successfully integrate the subject content and NGSS practices nor high cognitively demand during instructional tasks. A second major finding was in terms of the number and types of academic language supports for ELs identified across PSTs. Overall, I found that participants described types of language support at the discursive level the most often and supports at the syntactic level the least often, with discussion of supports at the lexical level falling in between. In addition, those participants who did not teach ELs were still able to implement many of the same types of support across all three levels when compared to those PSTs with ELs. However, when compared to participants in Quadrant I, Quadrant III participants exhibited a greater variation in terms of supports across both groups (PSTs with ELs and those without ELs) and implemented fewer number of supports in general. In sum, my findings indicate that some preservice secondary science teachers learned to recognize and appreciate their role in promoting reform-based science classrooms that support all students, especially ELs, better than others. Some PSTs were also able to develop a deeper understanding about academic language at the lexical, syntactic, and discursive levels than others. As such, this study suggests that the four teacher education programs were partially effective in supporting PSTs in developing effective instruction for ELs and implementing ambitious teaching practices aligned with the NGSS framework and cognitively demanding tasks. I conclude by providing recommendations for teacher education programs to better prepare reform-minded secondary science teachers capable of teaching all students, especially English learners. Keyword: Academic Language; Diversity; English Learners; Reform-based Instruction; Science education; Secondary Education; Teacher Education URL: https://escholarship.org/uc/item/1th805w4 BASE Hide details 66 The Use of A Computer-Supported Learning Design to Support Oral Language Development among English Language Learners through the Design Process Gumpert, Adrian Julian. - : eScholarship, University of California, 2020 BASE Show details 67 Boosting language skills of ELLs through dramatization and movement Brouillette, Liane; Greenfader, Christa In: The Reading Teacher, vol 67, iss 3 (2020) BASE Show details 68 Shaping Equity, Access, and Quality Learning for English Learners: High School Administrators' Mediation of Language Policy Schlaman, Heather. - : eScholarship, University of California, 2020 BASE Show details 69 Preparing Secondary Science Pre-Service Teachers to Teach in Linguistically Diverse Classrooms ... Rutt, Alexis. - : University of Virginia, 2020 BASE Show details 70 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers ... Budde, Christina Marie. - : Digital Repository at the University of Maryland, 2020 BASE Show details 71 Best Practices: Promoting Parent-School Relationship To Increase Hispanic Parental Participation in Schools Torrez-Graham, Marlene R. In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn159431079080737 (2020) BASE Show details 72 Examining the Impact of Acquiring the ESL Endorsement on Teacher Knowledge, Dispositions, and English Language Learner Performance on a Standardized Mathematics Test Boctor, Fawzia In: Dissertations (2020) BASE Show details 73 La resistenza dei tratti intonativi nell acquisizione dell italiano da parte di parlanti anglo celti McLoughlin, Laura; Gili Fivela, Barbara; Nicora, Francesca. - : Associazione Italiana di Linguistica Applicata (AItLA) and Officinaventuno, 2020 BASE Show details 74 Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement Mitchell, Tamra; Herrera, Socorro In: The Advocate (2020) BASE Show details 75 ACADEMIC DISCOURSE IN KINDERGARTEN: LINGUISTIC FEATURES AND REPERTOIRES AT PLAY IN ACQUIRING LANGUAGE PROFICIENCY AND CONSTRUCTING MEANING IN FORMAL LITERACY CONTEXTS ... Unkn Unknown. - : Temple University. Libraries, 2020 BASE Show details 76 Every Teacher is a Language Teacher ... Elsherief, Heba; Masson, Mimi. - : Université d'Ottawa / University of Ottawa, 2020 BASE Show details 77 The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam Dang, Tram Quynh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020 In: Theses: Doctorates and Masters (2020) BASE Show details 78 Examining the Relationship between Academic Achievement and English Language Proficiency Hyacinth, Cynthia Grant In: Doctoral Dissertations and Projects (2020) BASE Show details 79 Perceptions of transformational leadership: The effects of organizational justice for English language learners Oakley, Graham Allen In: Educational Policy Studies Dissertations (2020) BASE Show details 80 “Kids Can Change the World”: An Action Research of Latinx English Language Learners Students’ Experiences With Culturally Relevant Morning Meetings Douangvilay, Darline In: Middle and Secondary Education Dissertations (2020) BASE Show details Page: 1 2 3 4 5 6 7 8...48

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