The Effect of Emphasizing Key Vocabulary on Student Achievement with English Learners

Autor/in	Owen, Sarah L.
Titel	The Effect of Emphasizing Key Vocabulary on Student Achievement with English Learners
Quelle	(2018), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-7568-5
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Language Arts; English Instruction; English Language Learners; Grade 1; Elementary School Students; Vocabulary Development; Second Language Instruction; Comprehension; Barriers; Immigrants; Social Class; Cultural Influences; Race; Faculty Development; Elementary School Teachers; Program Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; English langauage lessons; Englischunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Wortschatzarbeit; Fremdsprachenunterricht; Verstehen; Verständnis; Immigrant; Immigrantin; Immigranten; Social classes; Soziale Klasse; Cultural influence; Kultureinfluss; Rasse; Abstammung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulleistung
Abstract	This action research seeks to determine the impact of teacher training and the use of specific instructional strategies, per the research-based SIOP® teaching model, on English language arts achievement of formally identified first grade English Learners. The study aims to discover if using strategic techniques to teach vocabulary positively affects language acquisition and comprehension. English Learners have historically lagged behind grade level peers in all academic areas. English Learners tend to have many outside variables that can affect their ability to focus on school. Issues with immigration, class, culture, and race are all relevant topics with this population. This study discusses many of these issues present both in and outside of the classroom. The action research involved a series of professional development sessions, organized and implemented by a certified SIOP® coach, in this case the action researcher, which included specific strategies on how to foster vocabulary acquisition. Through a series of non-evaluative observations and opportunities for reflection, teachers collaborated in order to refine their practices. Both quantitative and qualitative data were gathered to determine the effectiveness this model, knowing that it is limited in scope due to the sample size and the time parameters involved with this study. However, this study provided insight into best practices in supporting language instruction and suggested opportunities for additional research. The goal of this study was to determine if being strategic in how and what we teach English Learners fosters student engagement within their classroom community. The ultimate goal being that this knowledge can help level the playing field in terms of understanding and accessing grade level and beyond content so that these diverse learners can achieve academically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01