Publication Date
1-1-2013
Document Type
Dissertation/Thesis
First Advisor
Cohen, James A.
Degree Name
B.A. (Bachelor of Arts)
Legacy Department
Department of Literacy Education (LTCY)
Abstract
The field of education is one that endeavors constant change of fluctuating degrees. Most recently and drastically, the educational field has experienced and responded to changes in the cultural and linguistic diversity that is rapidly increasing in classrooms across the United States. Congruently, current legislation holds both educators and students accountable for their standardized performance and accomplishments, although teachers of ethnically diverse students are not required to be certified in the teaching of these learners. As a result, it was the purpose of this study to identify and analyze the themes evident from a series of observations and interviews conducted on two culturally and linguistically diverse participants by two teacher candidates. Ultimately, the study unveiled themes of self-concept, cultural behavioral expectations, language brokering, and social interactions of the two culturally and linguistically diverse participants. A discussion of the results are included, as well as the inclusion of best practices in classrooms comprised of culturally and linguistically diverse students.
Recommended Citation
Lenox, Amanda and Liewald, Kristin, "Comparative Analysis of English Language Learners' Experiences in Public School at the Third and Eighth Grade Levels" (2013). Honors Capstones. 309.
https://huskiecommons.lib.niu.edu/studentengagement-honorscapstones/309
Liewald, Kristin 2013.pdf
Lenox, Amanda 2013.pdf (636 kB)
Lenox, Amanda 2013.pdf
Extent
28 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
