Dissertation/Thesis Abstract

Measuring teacher self-efficacy using English Language Learner Shadowing as a catalyst for implementation of two instructional strategies to support the academic language development of long-term English language learners
by Owen-Tittsworth, Michelle D., Ed.D., Pepperdine University, 2013, 157; 3588300
Abstract (Summary)

The purpose of this descriptive survey study was to (a) investigate the impact of ELL Shadowing on teachers' awareness of the academic language abilities and needs of Long-Term English Language Learners; (b) assess teacher-perceived proficiency in implementing Frayer Model and Think-Pair-Share Charting instructional strategies with English learners following specially designed professional development; (c) assess teacher self-efficacy to effectively address the academic language needs of English learners following specially designed professional development; and (d) investigate the academic language performance of Long-Term English Language Learners as a result of the Frayer Model and Think-Pair-Share Charting strategy implementation.

This study used an original survey created by the researcher consisting of 13 structured and 2 semi-structured questions that was administered after professional development on ELL Shadowing, the Frayer Model, and Think-Pair-Share Charting. The survey's 15 questions examined teacher self-efficacy in using the 2 instructional strategies to meet the needs of Long-Term English Language Learners, how ELL Shadowing impacted teachers' perspectives of English learners, and the impact of the 2 instructional strategies on English learners' performance following professional development.

The findings from this study indicated that: (a) the majority of teacher participants saw the benefit in ELL Shadowing increasing awareness of the academic needs of Long-Term English Language Learners and that these students often remain passively silent in the classroom; (b) teachers are slightly more comfortable using the Frayer Model than Think-Pair-Share Charting; (c) the majority of teacher participants saw the benefit in using the Frayer Model and Think-Pair-Share Charting to increase student talk, accountability, and Academic Language Development; and (d) in addition to professional development workshops, some teachers need ongoing support and coaching for full implementation of instructional strategies.

It was concluded that: (a) ELL Shadowing increases awareness of Long-Term English Language Learners; (b) English learner professional development can increase teacher efficacy for supporting English learners; (c) The Frayer Model and Think-Pair-Share Charting, when used in conjunction, increase academic language development for English learners; and (d) Effective professional development requires a systems approach in order to build teacher capacity and sustainability.

Indexing (document details)
Advisor: Purrington, Linda
Commitee: Hallstrom, Ligia, Mills-Buffehr, Joan, Soto, Ivannia
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 74/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: English as a Second Language, Instructional Design
Keywords: Academic language development, ELL shadowing, English language learners, Frayer model, Teacher self-efficacy, Think-pair-share
Publication Number: 3588300
ISBN: 9781303262920
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest