Publication Date

2007

Document Type

Dissertation/Thesis

First Advisor

Lieberman, Joyce M.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Teaching and Learning

LCSH

English language--Study and teaching--Foreign speakers||Reading--Remedial teaching

Abstract

No research exists in the fields of English language learning (ELL) and Title I remedial reading that discusses how two programs premised on the idea of developing literacy can collaborate and support one another for the sake of ELL student achievement. Therefore, this study’s charge was to understand how developing an English language learner (ELL) learning community could be premised on the need for ELL and Title I reading specialists teachers to support one another’s curriculum and instruction through a collaborative effort. Studies indicate that the use of a Whole Language Approach can benefit ELL student achievement. The purpose of this research study was to understand how collaboration could unfold between ELL and Title I literacy program teachers. One ELL and two Title I reading specialist teachers participated in the research study. The three participants partook in three separate semi-structured interviews based upon ten interview protocol questions. After a thorough analysis of the data, three themes emerged from the transcribed interview data. The three themes of Camaraderie, Program Design, and Professional Time were intrinsic to the data and provided support to the overall conceptual framework based on the works of Christine Igoa, Pamela Joseph, and Deborah Meier. Upon careful analysis of the interview data, it became obvious that most of what was reviewed in the literature pertaining to ELL and remedial reading literacy curriculum and instruction directly reaffirmed the need to develop a collaborative atmosphere among specialist teachers. The data revealed that the specialized roles and isolation of ability and skill sets between teachers is not shared in any meaningful way between them. The study demonstrates a need to create and foster a learning environment in which teachers who serve ELL students can develop a greater understanding of literacy curriculum and instruction that supports student achievement. The three emergent themes add credence to the idea that a learning community will help to promote an overall school atmosphere where all adults assume responsibility for each and every students’ success. Unfortunately, the study also demonstrated the isolating nature of schools and the mentality that these are students to fix.

Comments

Includes bibliographical references (pages [199]-205).

Extent

vii, 211 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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