Academic language acquisition and following directions: clarity for beginning English language learners in middle school

Graduation Date

2014

Document Type

Thesis

Program

Other

Program

Thesis (M.A.)--Humboldt State University, Education, 2014

Committee Chair Name

Ann Diver-Stamnes

Committee Chair Affiliation

HSU Faculty or Staff

Keywords

Vocabulary list, Emerging bilinguals, Student-driven strategies, Instructional terms, Academic language, English learners, Following directions, Humboldt State University -- Theses -- Education

Abstract

This research addresses academic language acquisition among beginning English language learners in a middle school social science/language arts class in a small, rural northern California community. Increasing numbers of students are entering the school systems whose parents speak a language other than English at home. Many of these emerging bilinguals are at beginning levels of English proficiency and attend content area classes with intermediate and advanced English learners, as well as English-only students. To reach Common Core State Standards, and to offer the best possible academic opportunities to all students, educators must address specific learning situations encountered by English learners. Accepted research supports the benefits of explicitly teaching academic language, vocabulary and instructional terms to English learners. The skill of following oral and written directions is a crucial component of educational success. However, the complexity of instructions, with specialized content vocabulary, may be difficult for some students. The thesis question asks, "What impact does the acquisition of academic language have on a beginning English language learner's ability to follow oral and written directions? Specifically, what words and terms can be identified as the most frequently used in specific instructional discourses?" Quantitative research methods identify and categorize the academic language terms most frequently used during instruction. A case study of a beginning English learner in the class gives qualitative information upon which the data can be interpreted. Recommendations are suggested regarding terms to teach explicitly to facilitate an English learner's ability to follow directions in a middle school social science classroom.

https://scholarworks.calstate.edu/concern/theses/9306t1761

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