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Title: An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
Creator: Augustin, Ducarmel S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage...
Show moreThe primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
Subject Headings: English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
Format: Document (PDF)

Title: THE EFFECTS OF RESPONSE FACTORS AND TEXTBOOK SEQUENCING ON STUDENT PERCEIVED DIFFICULTY IN THE STUDY OF THE GERMAN CASE SYSTEM.
Creator: MEYER-BURGHAGEN, BEATRIX MOORE, Florida Atlantic University
Abstract/Description: The purpose of this study was twofold, namely, (1) to investigate possible relationships between selected response factors and student perceived difficulty in the study of the German case system and (2) to determine if the textbook sequencing of this grammatical feature produced interaction effects with these selected response factors when tested against the criterion of student perceived difficulty in the study of the German case system. It was hypothesized that relationships would be found...
Show moreThe purpose of this study was twofold, namely, (1) to investigate possible relationships between selected response factors and student perceived difficulty in the study of the German case system and (2) to determine if the textbook sequencing of this grammatical feature produced interaction effects with these selected response factors when tested against the criterion of student perceived difficulty in the study of the German case system. It was hypothesized that relationships would be found between the variables and the criterion except for the variables of sex, national origin, bilingualism, and years of study. Interaction effects were expected for the response variables and the sequencing of the case system in the respective textbooks except for the variables of sex, national origin, and the study of a foreign language other than German. The major findings of this study were that the cultural background of the learner appears to stand in no relationship to his perception of difficulty in the study of the German case system and that the prior exposure to the study of Spanish decreases student perceived difficulty in the study of this grammatical system, which is fundamental in achieving any proficiency in learning German, to an appreciable degree.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11685
Subject Headings: German language--Study and teaching, German language--Case grammar
Format: Document (PDF)

Title: CULTURAL DISTORTIONS AND BIASES IN LEVEL ONE AND TWO GERMAN TEXTBOOKS IN SELECTED FLORIDA HIGH SCHOOLS, COMMUNITY COLLEGES, AND UNIVERSITIES.
Creator: Alker, Marietta Alice, Florida Atlantic University
Abstract/Description: Various cultural distortions and biases are present in German language textbooks and they could influence the student's conception of the target language and culture. Current first and second level German language textbooks used in high schools, community colleges, and universities in Florida were studied. The results showed that most cultural distortions involve bisexual and anti-artistic biases. Compared to older German language textbooks, today's materials manifest less bias and contain a...
Show moreVarious cultural distortions and biases are present in German language textbooks and they could influence the student's conception of the target language and culture. Current first and second level German language textbooks used in high schools, community colleges, and universities in Florida were studied. The results showed that most cultural distortions involve bisexual and anti-artistic biases. Compared to older German language textbooks, today's materials manifest less bias and contain a greater variety of cultural selections. Since cultural distortions and biases could hinder the teacher's attempt to introduce the student to a well-rounded understanding of the German language and culture, several techniques could be applied to compensate for biases: 1. The teacher should call the student's attention to the generalizations and stereotyping found in the books. 2. The teacher should design his or her own material to be devoid of chauvinism. 3. Students should be encouraged to read German newspapers and magazines to be able to draw their own conclusions according to their abilities and maturity.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11692
Subject Headings: German language--Study and teaching, German language--Textbooks for foreign speakers
Format: Document (PDF)

Title: PRONUNCIATION ERRORS BY AMERICAN STUDENTS OF GERMAN.
Creator: MEYER-BURGHAGEN, BEATRIX MOORE, Florida Atlantic University, Merrill, Peter C.
Abstract/Description: This study was undertaken to compare the frequency of occurence of pronunciation errors due to interference from the structure of English with that of pronunciation errors confined to the language system of German. The analysis concerns itself exclusively with errors on the functional level of language. It describes in detail the errors within the language system of German as observed in the speech of fifteen American college level students of German. Tables demonstrate the ratio of frequency...
Show moreThis study was undertaken to compare the frequency of occurence of pronunciation errors due to interference from the structure of English with that of pronunciation errors confined to the language system of German. The analysis concerns itself exclusively with errors on the functional level of language. It describes in detail the errors within the language system of German as observed in the speech of fifteen American college level students of German. Tables demonstrate the ratio of frequency between the different groups of errors. The conclusion suggests the use of error-based analyses as a supplement to contrastive analysis.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/13629
Subject Headings: German language--Pronunciation by foreign speakers, German language--Study and teaching--English speakers
Format: Document (PDF)

Title: Persistence of EAP students in associate degree and college credit certificate programs.
Creator: Frank, Pradel R., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and...
Show moreThe purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and first semester GPA), social integration variables (faculty interaction, college facilities and grounds, sense of community, college services, and student life), and environmental variables (family responsibilities, employment status, outside encouragement, and financial aid) and the dependent variable, EAP student persistence. The variables were extrapolated both from student academic transcripts and from an adapted version of the State University of New York (SUNY) Student Opinion Survey-Form A (ACT, 2006). T test and chi square analyses were performed. No relationship was found between any of the independent variables and the dependent variable. The thirteen respondents had high first semester GPA, favorable environmental support, and were socially integrated into the institution.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/246047
Subject Headings: English language, Study and teaching (Higher), Foreign speakers, English language, Rhetoric, Study and teaching (Higher), Second language aquisition, Classroom environment
Format: Document (PDF)

Title: English language learners in Florida: a dissertation about a legal and policy study of Florida's Multicultural Educaton Training and Advocacy (META) Consent Decree.
Creator: Rodriguez, Maria de L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to...
Show moreThe increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree., The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333311
Subject Headings: English language, Study and teaching, Foreign speakers, Second language acquisition, Minorities, Education, Language arts, Educational equalization
Format: Document (PDF)

Title: PROGRAMMING THE COMPOUND TENSES IN FRENCH.
Creator: DUPUIS, ESTELLE DUGUET., Florida Atlantic University, Resnick, Melvyn C.
Abstract/Description: Examination of the several French-language teaching programs published in the last few years reveals many of these to be methodologically unsound when evaluated according to recognized criteria (e .g., Albert Valdman, Trends in Language Teaching) as well as being deficient in their treatment of the French compound tenses, which are generally left untaught in these texts. A completely self-instructional linear programmed course was then devised to teach the morphology and internal syntactic...
Show moreExamination of the several French-language teaching programs published in the last few years reveals many of these to be methodologically unsound when evaluated according to recognized criteria (e .g., Albert Valdman, Trends in Language Teaching) as well as being deficient in their treatment of the French compound tenses, which are generally left untaught in these texts. A completely self-instructional linear programmed course was then devised to teach the morphology and internal syntactic structure of French verb phrases containing all the compound tenses, with both regular and irregular participles and the auxiliaries etre and avoir. This program was then tested, evaluated, and finally revised. The results demonstrate that the morphology and structure of French verb phrases containing compound verbs can be successfully taught by a completely self-instructional programmed text.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13446
Subject Headings: French language--Study and teaching--English speakers, French language--Verb phrase, French language--Programmed instruction
Format: Document (PDF)

Title: Writing nation(s): A trans-Atlantic analysis of academic writing instruction.
Creator: Cirillo-McCarthy, Erica., Florida Atlantic University, Galin, Jeffrey R.
Abstract/Description: Only recently have US scholars looked at the rest of the world to see how other countries deal with the writing classroom, mainly because many other countries did not have a writing program or academic writing classes. However, the formation of the European Union (EU), particularly in 1992, brought about specific political and educational integration between member countries. The formation of the EU has changed the composition of the classroom in most continental European countries. In the US...
Show moreOnly recently have US scholars looked at the rest of the world to see how other countries deal with the writing classroom, mainly because many other countries did not have a writing program or academic writing classes. However, the formation of the European Union (EU), particularly in 1992, brought about specific political and educational integration between member countries. The formation of the EU has changed the composition of the classroom in most continental European countries. In the US, the effects of globalization in our classroom will change composition studies. Bringing in perspectives from countries that are dealing with globalization in a different manner will further the focus and research in the field. Government intervention, language barriers, student involvement, and multi-disciplinary influences continue to shape composition studies. By examining these issues in both national and international context, we can anticipate the results of a cross-national pedagogical exchange.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13374
Subject Headings: Academic writing--Criticism and interpretation, English language--Cross-cultural studies, English language (Rhetoric)--Study and teaching
Format: Document (PDF)

Title: Factors related to Haitian students' acquisition of English.
Creator: Price, Melva Janet, Florida Atlantic University, Crawley, Sharon J.
Abstract/Description: A review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents'...
Show moreA review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents' English proficiency, use of English outside school, attitude toward English, and native language literacy on oral proficiency and literacy in English. Correlations, ANOVAs, multiple regressions, and a factor analysis revealed that the factors affecting the English acquisition of the 276 Haitian students in the study were similar to and different from some of those found to affect second language acquisition of other language groups. The differences included the fact that age was not positively related to their L2 proficiency; L1 literacy was only slightly related to L2 reading proficiency and achievement and negatively related to L2 oral proficiency; their age at immigration was not related to L2 reading proficiency and was negatively related to L2 oral proficiency; their mother's L2 proficiency was not related to their academic achievement or L2 reading proficiency; motivation was not related to L1 literacy or L2 oral proficiency; their belief that learning L2 is important was not related to L2 proficiency; and their liking to study English had a negative relationship with L2 oral proficiency and no relationship with L2 literacy or achievement. These findings suggest that the facilitative effect of L1 literacy on L2 proficiency shown by previous studies depends upon the L1 and the value the L1 culture places on literacy. In addition, different factors affect L2 acquisition by different language groups. This fact must be taken into consideration by those who design curriculum and instruction for L2 learners.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12401
Subject Headings: Second language acquisition, Language and languages--Ability testing, Creole dialects--Haiti, English language--Study and teaching--Creole speakers, English language--Study and teaching--Foreign speakers, Haitians--Education--United States
Format: Document (PDF)

Title: The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
Creator: Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
Subject Headings: Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
Format: Document (PDF)

Title: Teacher perceptions of response to intervention for English learners.
Creator: McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
Subject Headings: Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
Format: Document (PDF)

Title: The modeling of an ecology of language: Haitian Creole among first and second generation Haitian college students.
Creator: Kepley, Kristyl Williams., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description: The purpose of this research study was to identify and define important components that might constitute an ecology of language (Mufwene 2001; Haugen 1972). Focusing on components as varied as social networks, physical ecology, identity and linguistic realities allowed for the construction of such a model, which was then applied to a specific case study addressing the vitality of Haitian Creole among first and second generation Haitian college students in South Florida. The resulting ecology...
Show moreThe purpose of this research study was to identify and define important components that might constitute an ecology of language (Mufwene 2001; Haugen 1972). Focusing on components as varied as social networks, physical ecology, identity and linguistic realities allowed for the construction of such a model, which was then applied to a specific case study addressing the vitality of Haitian Creole among first and second generation Haitian college students in South Florida. The resulting ecology of language model demonstrates that the competition and selection pressures guiding language use among first and second generation Haitian college students hinge on two ecological factors: the survey respondents' level of American acculturation and their desire to be involved in or affiliated with a separate subgroup of Haitians. The study found that (1) the reported language behavior of parents had no correlations with the respondents' interest in affiliating with other Haitians, and (2) Haitia n college students who do identify strongly with Haitian culture do not necessarily equate that cultural identity with the Haitian Creole language. These results suggest, in contrast to the claims of Zephir (2001), that Haitian college students will acculturate quickly into American linguistic society despite their desire to maintain the hyphenated identity of Haitian-American. Additionally, many of the conditions which are noted in the language endangerment literature (Grenoble & Whaley1998; Nettle & Romaine 2000; Crystal 2000) pointing towards language loss are occurring within the Haitian college community in South Florida. Despite the fact Haitian college students in South Florida all have positive attitudes towards Haitian culture and language, the respondents prefer to speak English rather than Haitian Creole. As is the case with other minority languages (Potowski 2010), it can be predicted that Haitian Creole will maintain its integrity and vitality in America continued, immigration.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332252
Subject Headings: Languages in contact, Social ecology, English language, Study and teaching, Creole speakers, Language attrition, Haitians, Languages, Linguistic minorities, Ecolinguistics
Format: Document (PDF)

Title: Responding to the Florida Teacher Standards for the English as a Second Language Endorsement: A Study of Elementary Preservice Teachers’ Perceptions.
Creator: Shamon, Cheryl, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study...
Show moreThe purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study collected both quantitative (survey) and qualitative (interview) data. Study participants were elementary education majors enrolled in an ESOL infused program model. Findings from the study indicated that PSTs had an overall understanding of the ESOL domains and were prepared to incorporate a wide variety of instructional strategies and methods into their lesson plans. While culturally competent, they had not yet developed the understanding of how to take an advocacy approach to empower their students in both the school and community. While some PSTs demonstrated a basic understanding of the components of oral language and literacy development in ELLs, many had not yet obtained an in-depth understanding of the specific language thresholds at each language proficiency level nor understanding of the grammatical and linguistic complexities of spoken and written English. These findings imply that further development is needed so that PSTs are better prepared in the following competencies: the ability to write language objectives across the content areas based on the output of oral and written language; the ability to select the appropriate instructional strategies, curriculum, and materials based on language proficiency levels; and the ability to interpret and make informed decisions based on ELLs' assessment results. PSTs valued assignments and activities that allowed them to integrate their own knowledge base into scenarios that might actually occur when they become teachers, or reflected scenarios encountered in teaching situations. They valued opportunities to observe and work with ELLs in the field and desired more opportunities to work with a larger variety of language proficiency levels and ages. Outside influences such as jobs, own school experiences, knowledge of another language, and societal interactions also contributed to their ESOL knowledge.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004546, http://purl.flvc.org/fau/fd/FA00004546
Subject Headings: Education, Bilingual -- Standards, Effective teaching, Language and languages -- Study and teaching (Elementary) -- Foreign speakers, Language teachers, Training of, Prediction of teacher success, Second language acquisition -- Standards
Format: Document (PDF)

Title: Attitudes towards multilanguage use among Latino and Asian immigrants in the United States.
Creator: Le, Cuong T., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic...
Show moreThis study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic identity, MEIM-R Commitment and Exploration, were related to each other both within Asian and Latino groups and in all participants combined. In the combined sample, education levels of participants' mothers was correlated with the MEIM-R subscale of Exploration. In addition, participants with a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Commitment than participants with an Associates Degree or below. Participants with mothers who possess a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Exploration than participants with mothers who possess an Associates Degree or below. Finally, Asian participants were found to have lower levels of MEIM-R Commitment when compared to Latino participants.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360953
Subject Headings: Second language acquisition, Bilingualism in children, Education, Bilingual, Social aspects, Group identity, Languages in contact, English language, Study and teaching, Foreign speakers, Ethnic relations
Format: Document (PDF)

Title: Third age adult English language learners in informal library settings.
Creator: Cassell, Mary Anne., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: There is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic...
Show moreThere is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic variable of linguistically-isolated Third Age English Language Learners (ELLs) participating in a library conversationally-based ESOL program. The results can guide libraries offering services, as well as those considering offering services to these customers (American Library Association [ALA], 2008a). Data collected included in-depth, face-to-face interviews, classroom observations, documents, learner and teacher essays, researcher journals, and analytic memos. The researcher coded all data with NVIv o 8 qualitative software then half of the data was coded with Atlas-TI 5 software by a second coder. A thematic analysis was completed in order to triangulate the data. The purposeful sample consisted of 21 participants at a Florida library adult ESOL program which included 11 learners and 10 teachers. The 11 learners were selected based on their ethnic background, predominantly those of Hispanic background. Eight learner findings and four teacher-perceived findings were identified in this study., The learner findings included: (a) to understand people at work; (b) to find or expand employment; (c) to practice conversation, pronunciation, listening, grammar and language rules; (d) to meet and get to know people; (e) assiduous teaching; (f) self-directed learning strategies support second language learning success; (g) more publicity, more classes, tutoring, language learning labs, study skills classes, and classroom management training; and (h) lack of family/community support and opportunities to practice English. Teacher-perceived findings mirrored learner findings (a) through (f) and (h), and included: (a) to increase teacher support, communications, and training; (b) to encourage the use of library resources: children's materials; language and music CDs; audiovisual materials, and Internet websites; (c) libraries are safe, supportive, and welcoming environments; and (d) how the give and take between learners and teachers is helpful to both. Discussion of the findings, conclusions, and recommendations are included.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3174503
Subject Headings: English language, Study and teaching, Foreign speakers, Minorities, Education, Language arts, Adult education, Self-actualization (Psychology) in middle age, Second language acquisition
Format: Document (PDF)

Title: Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.
Creator: Leichtman, Anala, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight...
Show moreThis hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight high school language arts teachers in South Florida to gain an understanding of how they use their pedagogical practices to navigate changes that occur in the practice field and create spaces to utilize culturally responsive pedagogy in their implementation of the current secondary school English/Language Arts curriculum. Teachers’ reflections on their experiences, descriptions of the climate of their practice and how teachers create spaces for culturally responsive pedagogy were analyzed to consider how their pedagogical practices conform to or challenge the structural and normative assumptions of the practice field. Findings revealed that despite the constraints imposed on their pedagogy by education reform, including standardization of their practice, all teachers used culturally responsive pedagogy in their classrooms to achieve state mandated goals, albeit at a foundational level. While teachers unencumbered by standardized testing expressed higher levels of freedom to make pedagogical choices in their classrooms, all participants suggested that prescribed curriculum and resources could do more to represent students’ needs and growing diversity in schools rather than standardized assessments. Furthermore in their implementations of culturally responsive pedagogy, teachers continue to use students’ voices to represent standardized curriculum and universal literary themes rather than establishing them as curriculum in their own right. As such, this study’s findings extend discussions by educational and postcolonial literary theorists regarding whose knowledge has legitimacy as a part of curriculum especially in a practice field that emphasizes student performance at state mandated levels above all else.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013084
Subject Headings: Culturally relevant pedagogy., Multicultural education., Language arts (Secondary) Study and teaching
Format: Document (PDF)

Title: Researching first-year student learning and “self- directed” revision.
Creator: Schattinger, Linzi, Hinshaw, Wendy, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: This thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing...
Show moreThis thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of inspiring and supporting first-year writers to become acquainted with their “writer’s voice.” This study explores students’ resistance towards revision and argues that recognizing and developing revision habits will help students revise independently. Self-directed revision not only strengthens a writer’s ability to engage in the writing process more astutely, but it is also a fundamental component to the self-identification process from which the writer draws inspiration. This thesis is structured into four main sections: (1) Introduction, referring to aim and methodology; (2) Chapter 1, addressing the importance of “self-directed” revision; (3) Chapter 2, a case study presenting first-year student responses to writing and revision; (4) Conclusion, discussing the relevance of implementing a strategic and shared value approach to first-year composition revision assignments.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004407, http://purl.flvc.org/fau/fd/FA00004407
Subject Headings: Authhorship, Creative writing, English language -- Rhetoric -- Study and teaching, Self identity (Psychology), Writing -- Psychological aspects
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF THE TEACHING OF STANDARD ENGLISH AS A SECOND DIALECT TO SPEAKERS OF BLACK ENGLISH IN COLLEGE.
Creator: RICHERT, CAROL M., Florida Atlantic University, Trammell, Robert L.
Abstract/Description: A review of recent linguistic literature reveals many problems which speakers of black English encounter in school. The problems of learning standard English as a second dialect are examined in terms of linguistic differences between two dialects and, even more importantly, sociolinguistic differences between two cultures. The approach of teaching English as a second dialect in college is compared to teaching freshman English by "traditional" methods and to teaching English as a second...
Show moreA review of recent linguistic literature reveals many problems which speakers of black English encounter in school. The problems of learning standard English as a second dialect are examined in terms of linguistic differences between two dialects and, even more importantly, sociolinguistic differences between two cultures. The approach of teaching English as a second dialect in college is compared to teaching freshman English by "traditional" methods and to teaching English as a second language. As an aid to teachers of standard English as a second dialect, one such course is described and evaluated in terms of the students, the texts, and the teaching methods. The textbook used Keys to American English, teaches written forms of standard English by contrastive analysis methods. In conclusion, the results of tests are explained, similar courses are discussed, and recommendations for conducting such courses are made.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/13994
Subject Headings: English language--Study and teaching--African American students, Black English
Format: Document (PDF)

Title: PERFORMANCE ERRORS AND COMPETENCE ERRORS IN SECOND LANGUAGE LEARNING.
Creator: MARTIN, JOSE MANUEL., Florida Atlantic University, Resnick, Melvyn C.
Abstract/Description: Competence errors reveal a learner's lack of knowledge of target language (TL) rules. Other errors may be corrected immediately and are regarded as performance errors. Some errors involve rules also within the learner's TL competence even though these errors are left uncorrected in speech, possibly because the still-unconsolidated rules require conscious monitoring which has been impeded in a stressful situation. This study proposes and tests the hypothesis that such uncorrected errors are...
Show moreCompetence errors reveal a learner's lack of knowledge of target language (TL) rules. Other errors may be corrected immediately and are regarded as performance errors. Some errors involve rules also within the learner's TL competence even though these errors are left uncorrected in speech, possibly because the still-unconsolidated rules require conscious monitoring which has been impeded in a stressful situation. This study proposes and tests the hypothesis that such uncorrected errors are also performance errors. Five adult Spanish-speaking learners of English were asked to perform three speech tasks under differing degrees of monitoring difficulty. They later edited a transcription of their speech and attempted to discriminate the correct form on a test. Errors that a subject edited and discriminated correctly were considered performance errors. Stabilized variability errors were inconsistently edited or discriminated, while true competence errors were not recognized by the subjects.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/14111
Subject Headings: Speech errors, English language--Study and teaching--Spanish students
Format: Document (PDF)

Title: The effects of a community language learning/comprehension processing strategies model on second language reading comprehension.
Creator: Shames, Roberta., Florida Atlantic University, Messmore, Peter
Abstract/Description: The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of...
Show moreThe purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12575
Subject Headings: English language--Study and teaching--Foreign speakers, Community education--Evaluation, Curriculum evaluation
Format: Document (PDF)

Second language acquisition (13)	+ -
Study and teaching (10)	+ -
English language (6)	+ -
Language and languages (5)	+ -
Education (4)	+ -

Education, Bilingual (4)	+ -
English language -- Study and teaching -- Foreign speakers (4)	+ -
Foreign speakers (4)	+ -
Language arts (Elementary) (4)	+ -
Academic achievement (3)	+ -
Curriculum planning (3)	+ -
English language -- Study and teaching as a second language (3)	+ -
English language--Study and teaching--Foreign speakers (3)	+ -
German language--Study and teaching (3)	+ -
Interdisciplinary approach in education (3)	+ -
Teachers, Training of (3)	+ -
Adult education (2)	+ -
Biolinguistics (2)	+ -
Cognitive grammar (2)	+ -
Educational equalization (2)	+ -
Educational tests and measurements (2)	+ -
English language--Study and teaching (2)	+ -
French language--Study and teaching (2)	+ -
Inclusive education (2)	+ -
Language and culture (2)	+ -
Language arts (2)	+ -
Language experience approach in education (2)	+ -
Language teachers, Training of (2)	+ -
Languages in contact (2)	+ -
Methodology (2)	+ -

United States (6)	+ -
Florida (3)	+ -

Florida Atlantic University (46)	+ -
College of Education (22)	+ -
Department of Curriculum, Culture, and Educational Inquiry (10)	+ -
Department of Educational Leadership and Research Methodology (7)	+ -
Charles E. Schmidt College of Science (6)	+ -

Department of Psychology (6)	+ -
Dorothy F. Schmidt College of Arts and Letters (5)	+ -
Burnaford, Gail (3)	+ -
Department of Exceptional Student Education (3)	+ -
Resnick, Melvyn C. (3)	+ -
Barrios, Barclay (2)	+ -
Chin, Simone L. (2)	+ -
Crawley, Sharon J. (2)	+ -
Department of English (2)	+ -
Department of Languages, Linguistics and Comparative Literature (2)	+ -
Department of Teaching and Learning (2)	+ -
DuBravac, Stayc (2)	+ -
Kersten, Alan (2)	+ -
Kumar, David D. (2)	+ -
MEYER-BURGHAGEN, BEATRIX MOORE (2)	+ -
Schoorman, Dilys (2)	+ -
Seiden, Carolina M. (2)	+ -
Trammell, Robert L. (2)	+ -
AKE, CATHERINE ANN. (1)	+ -
AUGENSTEIN, MILDRED B. (1)	+ -
Alker, Marietta Alice (1)	+ -
Augustin, Ducarmel S. (1)	+ -
Augustyn, Prisca (1)	+ -
Bain, Kimberly A. (1)	+ -
Beaulieu, Christopher A. (1)	+ -

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