Dissertation/Thesis Abstract

A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School
by Kreamalmeyer, Corbin, Ed.D., Lindenwood University, 2019, 157; 13863416
Abstract (Summary)

English second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.

Indexing (document details)
Advisor: Steffes, Robert
Commitee: Weir, Graham, Winslow, Kevin
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 80/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: English as a Second Language, Secondary education
Keywords: Access English fluency test, English second language learners
Publication Number: 13863416
ISBN: 978-1-392-07461-9
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