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Autor/inSt. Clair, Carolyne Francis
TitelInstructional Delivery Models Available for English Language Learners with Learning Disabilities from Latin America: A Qualitative Case Study
Quelle(2019), (119 Seiten)
PDF als Volltext Verfügbarkeit 
Ed.D. Dissertation, Northcentral University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN978-0-4388-7696-5
SchlagwörterHochschulschrift; Dissertation; Foreign Countries; Teaching Methods; English Language Learners; Learning Disabilities; Hispanic American Students; Immigrants; Kindergarten; Grade 1; Grade 2; Grade 3; Elementary School Students; Elementary School Teachers; Early Childhood Teachers; Language Usage; Bilingual Education; Spanish; Language of Instruction; Student Needs; South America; Florida
AbstractThere have been numerous studies about the instructional delivery models utilized for meeting the needs of ELLs, and particularly for ELLs with LD, but no specific studies were discovered that identify the instructional delivery models available for ELLs with LD from Latin America. Therefore, the problem that was addressed in this study was to identify program offerings that can be utilized for a unique group of ELLs with LD from Latin America. To address this problem, the purpose of this qualitative, multiple case study that utilized the collection of observation data, interview data, and analysis of district and diocesan statistics, was to identify the instructional delivery models that are available on Key Biscayne, Florida, for ELLs with LD from Latin America. The sample consisted of 69 students in kindergarten through third grade who were observed in their classrooms, and semi-structured interviews with six practitioners were conducted. Purposive sampling strategies were employed, and thematic analysis provided a logical framework to answer the research questions regarding instructional models cited by district and diocesan statistics, the instructional delivery models that were observed, and the instructional models reported by the practitioners. Results of the study indicated the consistent and proficient use of English by students and teachers. In addition, small groups were observed and reported by practitioners to promote learning within the general education classroom. Two schools had limited offerings of bi-lingual programs, although all schools made Spanish class part of the core curriculum, supporting the need to maintain and develop both the native language in conjunction with second language acquisition. Relative to prescriptive, one-on-one instruction, all schools communicated a willingness to collaborate with outside services to provide clinical tutorial services. Limitations of the study include single observations in each classroom, and limited data from district and diocesan statistics. Recommendations for practice include the continued use of small groups, and pull-out by independent specialists. In that English was consistently and proficiently used across all schools and instructional settings, the school setting appears to be sufficient for English language acquisition. This finding was counter-intuitive, in that language acquisition theory posits that interactions within the community and shared experiences are necessary for comprehensible input, resulting in second language acquisition. Thus, it appears that second language acquisition may not be based on interactions within one's community for certain groups of learners. Further investigation into non-impoverished student groups could alter, or provide an additional perspective to language acquisition theory, and second language acquisition for ELLs with LD. [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).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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