Report of Quantitative Research

Students who are English Language Learners are taught in whole group with their general education teacher and in a small group with their ELL paraprofessional. About 5 % of students who are ELL are on or above grade level in Reading based on the i-Ready Diagnostic Assessment 3. This is why the district believes these students and others should have extra practice or progress monitored on their mastery of vocabulary skills in school. Helping students master the skill of vocabulary teachers need to be able to have time to demonstrate an effort to systematically teach word study. They also need to be able to use vocabulary techniques and practices that will be intense and meaningful to the students in third grade. Last but not least, they need to be able to share effective vocabulary techniques in their PLC’s that have worked for them in their

“Where inability to speak and understand the English language excludes national origin minority-group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” (Smith, 1990)

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

10. Was the sample for this study adequately described? Provide a rationale for your answer.

In recent decades, the United States has seen a dramatic increase in the diverse population, especially with English-language learners in the education system. English-language learners are students who are unable to communicate fluently or learn effectively in English. These students come from a non-English speaking home or background and require specialized instruction in the English language and their academic courses. Educators use a number of terms when referring to English-language learners, limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students (York, 2008). As

The Academic English Mastery Program (AEMP) is a groundbreaking approach to ensuring the language and literacy acquisition of speakers of non-standard varieties in parts of the Los Angeles Unified School District. Headed by former speech pathologist Dr. Noma LeMoine, AEMP is a response to an article entitled, “The Children Can No Longer Wait: An Action Plan to End Low Achievement and Establish Educational Excellence,” which outlines the difficulties of nonstandard English speakers and the failure of the school district to successfully address these deficiencies (LeMoine, 1999, p. 4). The program began in 1990 with nineteen

The participants of the study were 110 students (girls, n = 56, boys, n = 54) in grades 8-12 in the Compton Unified School District (California, USA). Students with an English proficiency range from beginner to intermediate were taken out from their classrooms for a period of between 30 and 50 minutes a day to receive English Language Development (ELD).

English Language Learners face a variety of unique challenges when compared to their non-ELL peers. For example, when assessing new English Language Learners, once such challenge is the lack of effective assessment tools. Many of the available instruments are not culturally relevant to the ELL student’s background, nor created at an appropriate level for their developing English language skills. Another challenge is the lack of availability of qualified education professionals, who are equipped to meet their specific needs linguistically. Language and cultural differences may serve to put ELL students at an academic disadvantage, regardless of whether they possess normal cognitive skills. For the educator and student alike, this matter is further complicated when an ELL is affected by a learning disability. In this essay, I will discuss some special factors and issues that an ELL professional may encounter when assessing an ELL student, and attempting to determine the cause of a language difficulty; whether it occurs because of normal language acquisition issues, or because of an underlying learning disability that calls for special education intervention and support.

Was the sample approach adequate for the research design that was selected and explain why.

Navarrete, Lori, Nevada State College,Watson, M.R Silvana,, Old Dominion University, Council for Learning Disabilities, English Language Learners:The Impact of Language and SocioCultural Factors on Learning, (August

e. I did not recognize any potential bias introduced by the sampling method used. The researcher states the eligible requirements to participate in the study and the results reveal the significance of the use the patients and the effectiveness.

The introduction appears to lack in structure and organisation. No initial description of research question with reference to what it attempts to demonstrate is present; this is firstly mentioned in the third paragraph.

The research question, hypothesis, and study variables were first critiqued. Although the authors did not state a clear research question, they wrote that they aimed to assess

It is explained in a separate section because it includes the sample choice, through which methods the data will be collected and analysed (Partington, 2002). Firstly there are different types of research methods: in this design a descriptive design will be used and as a method interview will be applied to gather the data. Descriptive designs are for “observing, describing and measuring behaviour of a participant without actually affecting or influencing that behaviour”(Lewis & Zibarras, 2013, p. 64). The interviews as methods are connected to descriptive designs, because in interviews the participant is asked about their feelings, understanding or thinking on the research topic (Lewis & Zibarras,

Design and analysis of a research study are necessary to an answer to the research problem and can be a simple two group design or multiple variables and variable level design to collect the necessary data to derive a supporting or opposing hypothesis (Jackson, 2011). An experiment and its design should 1) reduce or eliminate influencing factors, 2) randomly assign the treatments and 3) use multi-level design to increase the quality of the outcome of the research study (Wiley, 2009).