ELL Practices from Teachers' Perspectives within a Two-way Immersion Program
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Authors
Fagundes, Cristina E.
Issue Date
2014
Type
Thesis
Language
en_US
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Abstract
Northern Nevada has a growing number of English Language Learners entering its school
districts. As a result, teachers must find and use the best practices and techniques to teach these
students. In this thesis, best practices are defined as “a set of guidelines, ethics or ideas that
represent the most efficient or prudent course of action” (Best Practices, 2013). This thesis
examines the English Language Learner (ELL) practices of three teachers and the principal at
Green Academy. Each of the participants spoke on three common themes. The interviewee’s
responses fell under the themes of the overall supportive practices, the importance of students,
and the overall language and literacy practices. This research benefits teachers searching for
appropriate and effective practices to use in the classroom with their ELLs. This thesis examines
the perspectives of the teachers and principal within a two-way immersion school to determine
the strategies that they argued were most effective in teaching their English Language Learners
language and literacy.
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In Copyright(All Rights Reserved)