This study helps to determine which means produce effective transitions based on the instructional conversations needed between teachers to support EL students entering ELD courses at the 6th grade middle school level. The purpose is also to identify school personnel perceptions of vertical articulation. Collaborative conversations help to create targeted and rigorous curricular plans for EL students that can impact their transitioning. These conversations also help build relationships within school communities that are situated in common feeder demographic areas. The data source was focus group interviews of teachers of 5th and 6th grade English language learners. The recorded interviews were transcribed and coded; 73 individual coding reports exported from NVivo 10 were compiled into themes interpreted by the researcher and described within the findings. This study concluded that a process for vertical articulation in the schools researched is needed to provide a structure for successfully transitioning of EL students from elementary to middle school. There is a lack of opportunities for teachers to participate in discussion on the topic of EL strengths and weaknesses on language acquisition to identify students’ placement needs in middle school.
|Commitee:||Barner, Robert, Pawinski, Lori|
|School Location:||United States -- California|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, School administration|
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