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Writing Instruction for Multilingual Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Writing Instruction for Multilingual Learners./
Author:	Kiwan, Leticia.
Description:	1 online resource (245 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970760click for full text (PQDT)
ISBN:	9798209888598

Writing Instruction for Multilingual Learners.
Kiwan, Leticia.

Writing Instruction for Multilingual Learners. - 1 online resource (245 pages)

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--University of Massachusetts Global, 2022.

Includes bibliographical references

Purpose: The purpose of the study was to explore and describe the benefit of three key elements of instructional writing strategies: structured writing, visual learning, and collaborative tasks to assist Title 1 middle school site administrators and teachers in assessing the impact of the instructional writing strategies for multilingual learners to achieve reclassification to Fluent English Proficient. Methodology: The qualitative case study included a thorough analysis of one-on-one interviews with seven teachers and seven administrators with more than three years of experience in a middle school from the Sacramento area.Findings: Examination of the data indicated the following findings: (1) Consideration of language levels is required when developing a writing lesson, (2) Using all three instructional strategies in tandem during a lesson provided optimal learning and teaching, (3) Administrators supported their Teacher's decision on how they implemented writing instruction, (4) Administrators felt an urgency in finding supports for ELs, and (5) Teachers and administrators saw the benefit differently.Conclusions: Four conclusions were drawn from the data and findings. First, combining the three instructional strategies during lessons will yield a greater return on learning. Second, combining the three instructional strategies during lessons will yield a greater self-efficacy for educators. Third, combining the three instructional strategies during lessons will yield a greater self-efficacy for students. Fourth, increasing writing using the three key instructional writing strategies will support reclassification.Recommendations: Future educational researchers should replicate the study using a target population of primary school teachers and administrators. A future study should include a different region in California with a large population of English Learners or students in high-needs schools. Additionally, a researcher should conduct a mixed-methods methodology to include data results from the ELPAC and SBAC scores. To conclude, the researcher recommends that the study be replicated for a post-COVID-19 pandemic study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209888598Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic leadershipIndex Terms--Genre/Form:

542853
Electronic books.

Writing Instruction for Multilingual Learners.
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504 $a Includes bibliographical references
520 $a Purpose: The purpose of the study was to explore and describe the benefit of three key elements of instructional writing strategies: structured writing, visual learning, and collaborative tasks to assist Title 1 middle school site administrators and teachers in assessing the impact of the instructional writing strategies for multilingual learners to achieve reclassification to Fluent English Proficient. Methodology: The qualitative case study included a thorough analysis of one-on-one interviews with seven teachers and seven administrators with more than three years of experience in a middle school from the Sacramento area.Findings: Examination of the data indicated the following findings: (1) Consideration of language levels is required when developing a writing lesson, (2) Using all three instructional strategies in tandem during a lesson provided optimal learning and teaching, (3) Administrators supported their Teacher's decision on how they implemented writing instruction, (4) Administrators felt an urgency in finding supports for ELs, and (5) Teachers and administrators saw the benefit differently.Conclusions: Four conclusions were drawn from the data and findings. First, combining the three instructional strategies during lessons will yield a greater return on learning. Second, combining the three instructional strategies during lessons will yield a greater self-efficacy for educators. Third, combining the three instructional strategies during lessons will yield a greater self-efficacy for students. Fourth, increasing writing using the three key instructional writing strategies will support reclassification.Recommendations: Future educational researchers should replicate the study using a target population of primary school teachers and administrators. A future study should include a different region in California with a large population of English Learners or students in high-needs schools. Additionally, a researcher should conduct a mixed-methods methodology to include data results from the ELPAC and SBAC scores. To conclude, the researcher recommends that the study be replicated for a post-COVID-19 pandemic study.
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