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dc.contributor.authorMalykhina, Irina
dc.date.accessioned2021-04-02T19:56:41Z
dc.date.available2021-04-02T19:56:41Z
dc.date.created2021-03-28 23:30
dc.date.issued2021-01-01
dc.identifieroai:scholarworks.waldenu.edu:dissertations-11523
dc.identifierhttps://scholarworks.waldenu.edu/dissertations/10252
dc.identifierhttps://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=11523&context=dissertations
dc.identifier.urihttp://hdl.handle.net/20.500.12424/4020475
dc.description.abstractGeneral education teachers who teach language arts, math, science, and social studies are challenged with incorporating academic language instruction into content instruction for English language learners (ELLs). Little is known about how general education teachers use instructional strategies for teaching academic language to ELLs. A deeper understanding of teacher experiences with implementing academic language instruction to ELLs can help guide future efforts to collaborate on implementation for effective literacy programs that address ELLs’ academic language needs. The purpose of this qualitative case study was to explore how elementary general education teachers plan, implement, and assess academic vocabulary instruction to ELLs. The conceptual framework for this study included Cummins theory of second language acquisition. The participants included 10 general education teachers who teach language arts, math, science, and social studies at diverse elementary public schools in the Mid-Atlantic area of the United States. Teacher questionnaires and face-to-face interviews were utilized to answer the research questions. Data were analyzed via open and axial coding to generate the themes. The study findings revealed that elementary general education teachers believed that implementing academic language instruction that included instructional strategies and assessments in all four language domains, which are listening, speaking, reading and writing, was essential for academic success of ELLs. This study’s findings may positively affect social change by informing stakeholders’ efforts to develop and implement teacher professional development to support general education teachers’ efforts to provide academic language instruction to ELLs.
dc.format.mediumapplication/pdf
dc.languageen
dc.language.isoeng
dc.publisherScholarWorks
dc.sourceWalden Dissertations and Doctoral Studies
dc.subjectAcademic language
dc.subjectAcademic vocabulary
dc.subjectcontent instruction
dc.subjectEnglish language learners
dc.subjectGeneral education teachers
dc.subjectliteracy skills
dc.subjectBilingual, Multilingual, and Multicultural Education
dc.subjectEducation
dc.titleExploring Elementary Education Teachers’ Instruction of Academic Language for English Language Learners
dc.typetext
ge.collectioncodeBN
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:17049080
ge.lastmodificationdate2021-03-28 23:30
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid150900
ge.oai.repositoryid100781
ge.oai.setnameWalden Dissertations and Doctoral Studies Collection
ge.oai.setnameWalden Dissertations and Doctoral Studies
ge.oai.setspecpublication:dissanddoc
ge.oai.setspecpublication:dissertations
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ge.linkhttps://scholarworks.waldenu.edu/dissertations/10252
ge.linkhttps://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=11523&context=dissertations


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