Publication Date

8-2017

Date of Final Oral Examination (Defense)

7-7-2017

Type of Culminating Activity

Thesis

Degree Title

Master of Science in STEM Education

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Philip P. Kelly, Ph.D.

Supervisory Committee Member

Margaret T. Kinzel, Ph.D.

Supervisory Committee Member

Arturo Rodriguez, Ph.D.

Abstract

This study investigates instructional strategies used in high school mathematics classrooms to learn the way teachers modify their lessons to teach late-entry ELL students, including refugees with little or no formal education. Two separate ELL classes, two mainstream classes with mixed groups of ELL students and monolinguistic students, and one mainstream class without late-entry ELL students are observed for this study. Both qualitative analysis regarding teaching English language while using mathematics content, specifically vocabulary acquisition, and quantitative analysis as to how teachers spend their instructional time are used to present the findings of this study. The findings provide a forum for a further conversation with respect to ELL-oriented modification to serve late-entry ELL students' unique academic needs and the discussion on appropriateness of separate ELL mathematics classes.

DOI

https://doi.org/10.18122/B2G423

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