Theses and Dissertations

Date of Award

2013

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Robert Parlett

Committee Member

Nydia Cummings

Committee Member

Mary Ann Lowe

Keywords

English Language Learners, Bilingual Education, Models, Reading Instruction, Synthesis

Abstract

The purpose of this study was to review systematically the research on the reading achievement outcomes of English language learners (ELLs) at the elementary level when using specific models of instruction for second language acquisition. These reading instruction models were (a) transitional bilingual education program, (b) dual-language program, (c) sheltered instruction operational protocol, and (d) the immersion model. The research method used in this study was a systematic review and meta-synthesis following the protocol outlined by the Campbell Collaboration and guidance from the PRISMA (Preferred Reporting Items From Systematic Reviews and Meta-Analyses) Checklist. Databases searched were ERIC, JSTOR, ProQuest Central, and Educational Full Text (Wilson).

Because of the growing number of ELLs in schools and districts across the country, (in 1990, ELLs made up 7% of all students in U.S. public schools, however in 2011 ELLs made up 23% of all students in U.S. school) with the population of ELLs over 5.2 million ELLs in 2013, there is an urgent need to find practices and programs that will facilitate the academic success of these students. This study will facilitate policymakers, educational leaders, and practitioners as they seek to determine the most appropriate models of instruction and educational practices for English learners in their districts and schools.

An analysis of the data revealed that model effectiveness was determined by other factors rather than a specific instructional model including the teachers’ skills and knowledge of effective ELL-specific instructional strategies; multicultural understanding of the diverse backgrounds of the ELLs; teacher knowledge of the components of reading and the reading process; and teacher knowledge of the principles of second language acquisition. These factors also include district and school administrative support (material, human, and fiscal); the policy decisions at the state, district, and school level; and the ideological dispositions of the community. The findings also indicated the essential role of motivation in designing effective lessons for ELLs to promote student engagement, including the use of culturally relevant themes.

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