LANGUAGE
@Dr_OnyM
Dr. Onaidy Moran @Dr_OnyM
Title: Miami Dade County Public Schools Literacy Coach and Adjunct Professor for Nova Southeastern University.
Research Topic: Improving Writing Skills of Second-Grade English Speakers of Other Languages Students with a Tutored Writing Program
Institution: Nova Southeastern University
Committee Chair: June S. Delano, Ph.D.
Abstract: Improving Writing Skills of Second-Grade English Speakers of Other Languages Students With a Tutored Writing Program. Moran, Onaidy, 2007: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. ESOL/Writing Skills/Process Writing/Grade 2/
This program was developed to help English speakers of other languages (ESOL) students in 2nd grade improve writing skills. The research problem that this study addressed was the deficiency of writing skills for 20 ESOL students 1n 2nd grade. Immigrants’ children wefe not achieving optimal standards, and it became an educational crisis (S. Rimm, J. Garbarino, J. D. Anderson, & C. Carger, 1997).
This study consisted of a 12-week implementation period. The writer utilized various research approaches and taught writing techniques to increase language mastery. The students produced a pen pal letter publication as suggested by D. Clippard (1998). A parent survey evaluated the effectiveness of the home and school folder. Additionally, a student survey determined the use of art with 2nd language comprehension. Pre- and post tests in writing and vocabulary assessment served as score comparisons. The data evaluated determined an improvement of the writers’ scores.
According to the data analysis measurements of the pre- and post tests in writing, all students made significant writing gains. The highest improvement was up to 4 points utilizing a 6-point rubric scale for grading. In the pre- and post tests in vocabulary, a dramatic improvement was evident in grades from 0 in the pretest up to a letter grade of an A in the post test. Additionally, much improvement was noted with observations and comparisons of activities from the beginning to the end of the implementation. Therefore, both measurements demonstrated an increase in writing skills and vocabulary word recognition.
Click here to download Dr. Onaidy Moran
Title: Miami Dade County Public Schools Literacy Coach and Adjunct Professor for Nova Southeastern University.
Research Topic: Improving Writing Skills of Second-Grade English Speakers of Other Languages Students with a Tutored Writing Program
Institution: Nova Southeastern University
Committee Chair: June S. Delano, Ph.D.
Abstract: Improving Writing Skills of Second-Grade English Speakers of Other Languages Students With a Tutored Writing Program. Moran, Onaidy, 2007: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. ESOL/Writing Skills/Process Writing/Grade 2/
This program was developed to help English speakers of other languages (ESOL) students in 2nd grade improve writing skills. The research problem that this study addressed was the deficiency of writing skills for 20 ESOL students 1n 2nd grade. Immigrants’ children wefe not achieving optimal standards, and it became an educational crisis (S. Rimm, J. Garbarino, J. D. Anderson, & C. Carger, 1997).
This study consisted of a 12-week implementation period. The writer utilized various research approaches and taught writing techniques to increase language mastery. The students produced a pen pal letter publication as suggested by D. Clippard (1998). A parent survey evaluated the effectiveness of the home and school folder. Additionally, a student survey determined the use of art with 2nd language comprehension. Pre- and post tests in writing and vocabulary assessment served as score comparisons. The data evaluated determined an improvement of the writers’ scores.
According to the data analysis measurements of the pre- and post tests in writing, all students made significant writing gains. The highest improvement was up to 4 points utilizing a 6-point rubric scale for grading. In the pre- and post tests in vocabulary, a dramatic improvement was evident in grades from 0 in the pretest up to a letter grade of an A in the post test. Additionally, much improvement was noted with observations and comparisons of activities from the beginning to the end of the implementation. Therefore, both measurements demonstrated an increase in writing skills and vocabulary word recognition.
Click here to download Dr. Onaidy Moran
| dr._o.pdf |
@sarahdateechur
Dr. Sarah Jane Thomas @sarahdateechur
Title: Educator/Regional Tech Coordinator
Research Topic: Student-Created Videos as a Language Acquisition Strategy for a Haitian Learner
Institution: George Mason University
Committee Chair: Dr. Beverly Shaklee
Abstract: American schools are becoming increasingly diverse, with an estimated 17 million firstand second-generation refugee and immigrant children residing in the United States. English learners navigate the challenges of learning how to read, write, and speak a new language, all while being expected to stay on grade level. Classroom teachers nationwide are looking for engaging ways to meet the needs of their students, despite resource and budget deficits. The purpose of this study was to explore the role that student-created vodcasts, or video podcasts, may play in the English acquisition of a Haitian learner. This research question morphed to focus on the perceptions and practices of this student’s middle school teacher of English for Speakers of Other Languages (ESOL) in using vodcasting and other technologies to facilitate his English acquisition. A second research question explored the role of sociocultural learning regarding the learner’s creation of vodcasts. Guiding bodies of research in this work included second language acquisition research, particularly regarding identity formation involving brain-compatible teaching, sociocultural learning, and culturally relevant pedagogy (CRP). Data collection occurred between January 2015 and May 2015. The student and his teacher shared their perspectives in six interviews each during the data collection process. Other data sources included 2 student-created vodcasts, 1 created in a group and 1 created by the student alone, a writing sample, and results from the previous school year of the state English as a Second Language Achievement Test (ESLAT). The teacher found that the vodcasts, in combination with other factors, helped the student reflect on his writing, particularly regarding punctuation, and that he overcame an error with comma splices immediately after recording a vodcast. The student found that the practice of vodcasting, in combination with other factors, helped him practice academic language, as required by his teacher for the assignment. The teacher allowed the student to work individually for the second vodcast assignment, and stated that the result was of much higher quality overall, particularly noting an increase in the amount of time the student spent speaking. The data indicated that vodcasting, in conjunction with other strategies supporting language acquisition, might have played a positive role in the student’s progress in his ESOL class. Furthermore, according to both the student and the teacher, independent creation of the video was more effective for him than collaborative group work, which the teacher explained may have had causes rooted in the student’s home culture.
Click here to download Dr. Sarah Jane Thomas' study
Title: Educator/Regional Tech Coordinator
Research Topic: Student-Created Videos as a Language Acquisition Strategy for a Haitian Learner
Institution: George Mason University
Committee Chair: Dr. Beverly Shaklee
Abstract: American schools are becoming increasingly diverse, with an estimated 17 million firstand second-generation refugee and immigrant children residing in the United States. English learners navigate the challenges of learning how to read, write, and speak a new language, all while being expected to stay on grade level. Classroom teachers nationwide are looking for engaging ways to meet the needs of their students, despite resource and budget deficits. The purpose of this study was to explore the role that student-created vodcasts, or video podcasts, may play in the English acquisition of a Haitian learner. This research question morphed to focus on the perceptions and practices of this student’s middle school teacher of English for Speakers of Other Languages (ESOL) in using vodcasting and other technologies to facilitate his English acquisition. A second research question explored the role of sociocultural learning regarding the learner’s creation of vodcasts. Guiding bodies of research in this work included second language acquisition research, particularly regarding identity formation involving brain-compatible teaching, sociocultural learning, and culturally relevant pedagogy (CRP). Data collection occurred between January 2015 and May 2015. The student and his teacher shared their perspectives in six interviews each during the data collection process. Other data sources included 2 student-created vodcasts, 1 created in a group and 1 created by the student alone, a writing sample, and results from the previous school year of the state English as a Second Language Achievement Test (ESLAT). The teacher found that the vodcasts, in combination with other factors, helped the student reflect on his writing, particularly regarding punctuation, and that he overcame an error with comma splices immediately after recording a vodcast. The student found that the practice of vodcasting, in combination with other factors, helped him practice academic language, as required by his teacher for the assignment. The teacher allowed the student to work individually for the second vodcast assignment, and stated that the result was of much higher quality overall, particularly noting an increase in the amount of time the student spent speaking. The data indicated that vodcasting, in conjunction with other strategies supporting language acquisition, might have played a positive role in the student’s progress in his ESOL class. Furthermore, according to both the student and the teacher, independent creation of the video was more effective for him than collaborative group work, which the teacher explained may have had causes rooted in the student’s home culture.
Click here to download Dr. Sarah Jane Thomas' study
| sarah_jane_thomas.pdf |