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Working with the Costa Rica Multilingual Foundation, the Costa Rican Ministry of Education, Costa Rica USA Foundation of Cooperation, the Inter-American Development Bank, and the researchers are completing a randomized trial study related to the effectiveness of technology-based English instruction. The purpose of the Enseñanaza del Inglés como Lenguaje Extranjero (EILE) is to conduct an analysis of three differing English language programs across 81 specified Costa Rican Elementary Schools: (a) a technology-based intervention that is transitional, (b) a technology-based intervention that is English immersion, and (c) the typical practice English as a foreign language program. Lastly, we found that all groups of English language learning elementary students in Costa Rica improved in oral language development with specific English langu...
Working with the Costa Rica Multilingual Foundation, the Costa Rican Ministry of Education, Costa Rica USA Foundation of Cooperation, the Inter-American Development Bank, and the researchers are completing a randomized trial study related to the effectiveness of technology-based English instruction. The purpose of the Enseñanaza del Inglés como Lenguaje Extranjero (EILE) is to conduct an analysis of three differing English language programs across 81 specified Costa Rican Elementary Schools: (a) a technology-based intervention that is transitional, (b) a technology-based intervention that is English immersion, and (c) the typical practice English as a foreign language program. Lastly, we found that all groups of English language learning elementary students in Costa Rica improved in oral language development with specific English lang...
A study was conducted to assess the effects of two instructional strategies: manipulative-based instruction and visual cues in mathematics (both enhanced by explicit vocabulary enrichment) in a small group setting with young Hispanic students who are English language learners. The duration of the study was five weeks. Sixty-four third and fourth grade students were selected for participation based on their performance with problem solving items from the four release tests for 1999-2002 mathematics Texas Assessment of Academic Skills (TAAS) for third and fourth grades. A pre-assessment composed of 10 of the 13 TAAS objectives were administered. The four pre-selected objectives on which the students scored the lowest were identified for further instruction and assessment. The student population was limited to those of the original si...
There is an evident under-representation of Hispanic students in Gifted and Talented (GT) programs. This is due to several reasons including lack of valid instruments, biased standardized tools, biased teacher perceptions, and misinterpretation of tests scores among others. The need to develop and/or validate instruments that reflect students?? cultural backgrounds has become a priority in the U.S. today. The purpose of this study was to analyze the reliability and validity facets of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) developed by Irby and Lara-Alecio (1996), more specifically, the split-half reliability and the concurrent validity when correlated to the Bilingual Verbal Abilities Test (BVAT). Participants were 527 students from two elementary schools in Texas. Students were administered the HBGSI in May 2003 a...
The demographics of the United States are rapidly changing, resulting in an increasingly diverse student population. Public school personnel must contend with the fact that a large number of students have limited English proficiency. These students deserve a quality education, yet often face impediments within the school system that hinder their academic progress. One means of helping English language learners is to offer bilingual or English as Second Language (ESL) instruction. Indeed, the demand for bilingual/ESL teachers is greater than the current supply. Teacher preparation programs have recognized this fact and have taken actions to increase the number of students attaining bilingual/ESL degrees and/or certifications. This study examines what strategies institutions of higher education in Texas are utilizing to recruit and retai...
Research data revealed that Mexican Americans have the highest dropout rate of any other Hispanic group. Since Hispanics are becoming the highest minority group in the U.S., the primary purpose of this qualitative study was to investigate what helped third generation low socioeconomic Mexican American A.I.S.D. students successfully graduate from high school. Three former students were selected from three different high schools. The researcher collected data through individual interviews with each participant and with key informants such as parents and school personnel. Issues examined included participant perceptions of factors that kept them in school, the support systems they believed were important, and the challenges they encountered. The overall findings revealed that the three participants had a strong sense of control, positive ...
As the last few decades have seen a proliferation of debate concerning today’s international system referred to as “globalization,” education has seen an exponential rise in curriculum (such as that promoted by global education, international education, and the International Baccalaureate Organization) that instills students with “international understanding” and “global perspectives.” Through a two-site, interpretive study, this dissertation explored the nature of 15 students’ international understanding and their grasp of globalization. Qualitative techniques for data collection involved open-ended questionnaires and interviews, and emergent category designation was employed for qualitative data analysis. International Baccalaureate students from Estado de México and Texas revealed complex, ...
In this thesis, results of an online survey and focus group interview sessions comprised of a total of 21 International Graduate Student Non-Native English Speakers (IGSNNES) at Texas A&M (TAMU) are summarized. IGSNNESs were interviewed in an effort to gauge their perceptions and experiences with racism and discrimination following a string of assaults on IGSNNESs that occurred in the area immediately surrounding the TAMU campus. This study was conducted in an attempt to reveal previously undisclosed incidents of discrimination against IGSNNESs. The results of this study indicated that several IGSNNESs at TAMU had experienced and heard about both violent and nonviolent incidents of discrimination which they had not reported. IGSNNESs in this study were not aware of the parameters that would define an act of discrimination as one worthy...
This study examined the motivation for learning English, the amount of contact with English, and length of residence in the target language area that affects Korean graduate students’ English pragmatic skills studying at Texas A&M University in the U.S. The study attempted to account for differential pragmatic development among 50 graduate-level Korean students in a target speech community in regards to functions of their level of motivation, amount of contact with English, as well as length of residence in the target language community. Compared to other studies of second-language acquisition (SLA) which have examined variation among individuals with respect to L2 language learning for quite some time, there has been relatively little inquiry into how second language learners acquire L2 pragmatics and which factors affect learners’ ac...
My study investigated the effects of two 50/50 and two 90/10 two-way dual language programs on the reading achievement of 76 English Language Learners (ELLs) from the end of third grade to the end of fourth grade. My study used both quantitative and qualitative data. Quantitative instruments included the Spanish Reading Texas Assessment of Knowledge and Skills (TAKS) and the Reading Proficiency Test in English (RPTE) scores. Qualitative instruments included structured interviews with the two-way dual language program coordinators/administrators. The quantitative results of my study showed there were no statistically significant differences between the two groups on the Spanish Reading TAKS by the end of fourth grade. The 50/50 students did make statistically significant gain scores on the Spanish TAKS from the end of third grade to the...
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