The purpose of this study was to examine the effects of the 3 Ls on high school SIFE students’ language learning outcomes. The researchers investigated the effects through three research questions. For the first research question, the researchers utilized quantitative analyses to identify any statistical differences between WIDA ACCESS subscores of SIFE students depending on implementation of the 3 Ls approach, gender, and grade level. For the second research question, qualitative analyses were performed in order to explore the impact of the 3 Ls approach on SIFE students’ levels of engagement. For the third research question, additional qualitative analyses were applied in order to examine educators’ perceptions of the 3 Ls approach. Qualitative data were collected via observations, interviews, and document analysis. Quantitative findings of this study indicated that the 3 Ls approach may be effective in raising WIDA ACCESS scores for 9th grade SIFE students. Qualitative findings revealed connections between components of the 3 Ls and students’ levels of self-efficacy and engagement in the learning process.
|Commitee:||Nikolaus, Keith, Fain, Jeanne Gilliam, Mofield, Emily, Sanders, Contessa|
|Department:||Learning Organizations and Strategic Change|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Modern language|
|Keywords:||3 Ls, ELL, English, High school, Language, SIFE|
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