Abstract/Details

Academically engaged behaviors during literacy instruction for three Haitian English language learners in a sheltered English immersion first grade classroom


2009 2009

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Abstract (summary)

Many English Language Learners (ELLs) in Massachusetts and other states are currently receiving their literacy instruction in English, even though they may not be fully proficient in English, or engaged in reading instruction. This qualitative study explored the behaviors, including engagement in lessons, of three first grade ELL Haitian students with varying levels of English proficiency (beginning, intermediate, and advanced) during a Sheltered English Immersion (SEI) English Language Arts (ELA) literacy block. The following conclusions were drawn based on the results of the study. First, ELLs need support in their primary language during English instruction. Second, specific structural grouping preferences should be recognized and supported, along with exposure to all structural groupings. The setting for collecting data weakened the ability to draw conclusions about the writing process, and engagement when Haitian Creole clarification was spoken. Recommendations have been provided for further studies to strengthen this foundational study.

Indexing (details)


Subject
Bilingual education;
English as a Second Language;
Elementary education;
Academic achievement;
Literacy;
Immersion programs
Classification
0282: Bilingual education
0441: English as a Second Language
0524: Elementary education
Identifier / keyword
Education; Academically engaged; Elementary reading; Elementary writing; English language learners; English proficiency; First-grade; Haitian; Immersion; Literacy instruction; Sheltered English immersion
Title
Academically engaged behaviors during literacy instruction for three Haitian English language learners in a sheltered English immersion first grade classroom
Author
Morrissey Smith, Michele
Number of pages
279
Publication year
2009
Degree date
2009
School code
0111
Source
DAI-A 70/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109372663
Advisor
Colombo, Michaela Wyman
University/institution
University of Massachusetts Lowell
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3376461
ProQuest document ID
304918288
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304918288
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