Abstract Emergent bilinguals are faced with three daunting tasks: acquiring a new language, building academic knowledge in various subject areas, and bridging social connections with peers and school faculty. The difficulty of these tasks has contributed to a large academic achievement gap between emergent bilingual students and their native English -speaking [sic] peers. This mixed methods study focuses on creating translanguaging spaces through the implementation...

Scope and Contents From the Collection: The collection consists of theses written by students enrolled in the Monmouth University graduate English program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Master of Arts or Master of Fine Arts degrees. Students become eligible to pursue the Master of Fine Arts (M.F.A.) degree if they have obtained a Master of Arts (M.A.)...

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...

Abstract As the percentage of immigrants in the United States continues to grow, many immigrant students deal with different types of difficulties, and struggles. The challenges an Emergent Multilingual (ESL/ELL) student experiences when they arrive in the US, and when they walk in for the first time in an American school [sic]. The purpose of this qualitative study is to answer the question: What is the impact of peer-mentoring among Emergent Multilingual...