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Using Visuals and Scaffolding Techni...

Nelson, Ashlee C.

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Using Visuals and Scaffolding Techniques in Content Integrated English Language Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Visuals and Scaffolding Techniques in Content Integrated English Language Development./
Author:	Nelson, Ashlee C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	59 p.
Notes:	Source: Masters Abstracts International, Volume: 80-10.
Contained By:	Masters Abstracts International80-10.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13812281
ISBN:	9781392048597

Using Visuals and Scaffolding Techniques in Content Integrated English Language Development.
Nelson, Ashlee C.

Using Visuals and Scaffolding Techniques in Content Integrated English Language Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 59 p.

Source: Masters Abstracts International, Volume: 80-10.

Thesis (M.S.)--Eastern Oregon University, 2019.

This item must not be added to any third party search indexes.

Luster states that ELLs are the fastest growing population of students enrolled in public schools across the United States. National, state, and local mandates have enacted certain requirements to ensure that ELLs are receiving quality instruction with English language support. Integrating content subjects and English language development in schools is becoming a popular approach and this research looked at the positive and negative effects in academic performance of a middle school content integrated English language development classroom on English language learners. The quantitative area of research examined how the teaching techniques of scaffolding concepts and skills or including visuals differ between a general education classroom and a CIELD classroom. The descriptive area of research examined what effects the scaffolding techniques and the integration of textual aids, like visuals, have on student engagement and accountability in the CIELD classroom. The quantitative research indicates that the teaching techniques of scaffolding and visuals do, in fact, differ between a general education classroom and a CIELD classroom, with the CIELD classroom presenting more visuals and a wider variety of scaffolds. The descriptive area of the study showed that a significant number of students used pictures, drawings, and subject journals to help them understand the lesson. Further research suggestions would be to have a larger sample size and use focus groups.

ISBN: 9781392048597Subjects--Topical Terms:

3423938
English as a Second Language.

Using Visuals and Scaffolding Techniques in Content Integrated English Language Development.
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500 $a Source: Masters Abstracts International, Volume: 80-10.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lauritzen, Carol.
502 $a Thesis (M.S.)--Eastern Oregon University, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Luster states that ELLs are the fastest growing population of students enrolled in public schools across the United States. National, state, and local mandates have enacted certain requirements to ensure that ELLs are receiving quality instruction with English language support. Integrating content subjects and English language development in schools is becoming a popular approach and this research looked at the positive and negative effects in academic performance of a middle school content integrated English language development classroom on English language learners. The quantitative area of research examined how the teaching techniques of scaffolding concepts and skills or including visuals differ between a general education classroom and a CIELD classroom. The descriptive area of research examined what effects the scaffolding techniques and the integration of textual aids, like visuals, have on student engagement and accountability in the CIELD classroom. The quantitative research indicates that the teaching techniques of scaffolding and visuals do, in fact, differ between a general education classroom and a CIELD classroom, with the CIELD classroom presenting more visuals and a wider variety of scaffolds. The descriptive area of the study showed that a significant number of students used pictures, drawings, and subject journals to help them understand the lesson. Further research suggestions would be to have a larger sample size and use focus groups.
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