Date of Award
Spring 4-12-2019
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Robert Steffes
Second Advisor
Dr. Kevin Winslow
Third Advisor
Dr. Graham Weir
Abstract
English second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.
Recommended Citation
Kreamalmeyer, Corbin, "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School" (2019). Dissertations. 111.
https://digitalcommons.lindenwood.edu/dissertations/111
Rights
Copyright 2019