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A Qualitative, Comparative, Multiple-Case Study of the Effect of the Use of Native Language in Classrooms where English Language Learners are Present.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative, Comparative, Multiple-Case Study of the Effect of the Use of Native Language in Classrooms where English Language Learners are Present./
Author:	Solis-Mosby, Tonya Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	114 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737961
ISBN:	9781392525814

A Qualitative, Comparative, Multiple-Case Study of the Effect of the Use of Native Language in Classrooms where English Language Learners are Present.
Solis-Mosby, Tonya Elizabeth.

A Qualitative, Comparative, Multiple-Case Study of the Effect of the Use of Native Language in Classrooms where English Language Learners are Present. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 114 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

This qualitative, comparative, multiple-case study explored the general problem of the most effective classroom language when teaching English language learners. Through an online questionnaire, the teachers shared their perceptions of the effect on language development of their classroom activities and the language of instruction. The conceptual framework of this study was based on Stephen Krashen's second language acquisition theory which focused on how one's first and second languages are acquired which showed several conditions must be present to be successful. That argument was the basis for the development of questions for this study and the research questions which were: 1) What are teachers' perceptions of their classroom practices that support English language learning and 2) What are teachers' perceptions of the effectiveness of bilingual or monolingual English instruction when teaching second language learners. The special condition identified for this project was the language of the classroom. This study relates to a language debate which has existed many years. Previous studies resulted in new policies supporting both native language and monolingual classes for second language learners. Participants of this project were teachers of both mainstream classrooms where English language learners were among the students and teachers of bilingual classes where English language learners were the only students. Themes that were revealed from the study participants' responses were that native language should be used under certain circumstances in the classroom and also, monolingual classes are best for second language learners. A small group of study participants admitted uncertainty when determining the best language for the classroom. The goal of this study was to present information to help drive curricula decisions and the most effective language of the classroom. However, a need for continued research was unveiled. Future researchers should examine students' perspectives.

ISBN: 9781392525814Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual

A Qualitative, Comparative, Multiple-Case Study of the Effect of the Use of Native Language in Classrooms where English Language Learners are Present.
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520 $a This qualitative, comparative, multiple-case study explored the general problem of the most effective classroom language when teaching English language learners. Through an online questionnaire, the teachers shared their perceptions of the effect on language development of their classroom activities and the language of instruction. The conceptual framework of this study was based on Stephen Krashen's second language acquisition theory which focused on how one's first and second languages are acquired which showed several conditions must be present to be successful. That argument was the basis for the development of questions for this study and the research questions which were: 1) What are teachers' perceptions of their classroom practices that support English language learning and 2) What are teachers' perceptions of the effectiveness of bilingual or monolingual English instruction when teaching second language learners. The special condition identified for this project was the language of the classroom. This study relates to a language debate which has existed many years. Previous studies resulted in new policies supporting both native language and monolingual classes for second language learners. Participants of this project were teachers of both mainstream classrooms where English language learners were among the students and teachers of bilingual classes where English language learners were the only students. Themes that were revealed from the study participants' responses were that native language should be used under certain circumstances in the classroom and also, monolingual classes are best for second language learners. A small group of study participants admitted uncertainty when determining the best language for the classroom. The goal of this study was to present information to help drive curricula decisions and the most effective language of the classroom. However, a need for continued research was unveiled. Future researchers should examine students' perspectives.
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