Preparing middle school teachers for ESL instruction, 2021

Item — Call Number: MU Thesis Geo

Identifier: b7930735

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2021

Creator

George, Jacob (1994- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
Salvatore, Michael H. (1975- ) (Thesis advisor, Person)
Wong, Chiu-Yin (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 110 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Emergent bilingual students, also known as English as a second language (ESL) students, are the fastest-growing population of students in the United States. The growth in the emergent bilingual student population has created a need for greater ESL teacher preparation and professional development. The demand for ESL teachers remains high, but many teachers are unprepared to support emergent bilingual students. The goal of this study is to examine effective ESL practices in order to contribute to a growing body of literature on useful pedagogy for ESL instruction. Eight teachers were interviewed in this study to gain insight into their teaching praactice. Data analysis based on interview responses took place using the constant compartative method or grounded theory approach with purposeful self-reflection. This qualitiative analysis yielded seven codes generated after careful examination, bssed on the most prevelant ESL teaching technigues found in the interviews. Subsequent recommendations for professional development in ESL instruction follow based on conclusions derived from the data. By receiving targeted professional development, educators in diverse educational environments will be able to effectively administer curriculum to their entire student body.

Partial Contents

Acknowledgements -- List of tables -- List of figures -- 1. Introduction -- 2. Review of literature -- 3. Methods -- 4. Findings -- 5. Discussion -- References -- Appendix.