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Fifth-grade English language learner...

Calero, Flor R.

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Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement./
作者:	Calero, Flor R.
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
Contained By:	Dissertation Abstracts International73-12A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3528361
ISBN:	9781267592453

Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement.
Calero, Flor R.

Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement. - 236 p.

Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.

Thesis (Ed.D.)--Dowling College, 2012.

This item must not be sold to any third party vendors.

Many schools around the United States are faced with high enrollment of English Language Learners (ELLs). Very often these students are confronted with many challenges or factors that make their academic achievement difficult. The current study explored some of these factors. The major purpose of the study was to investigate how fifth-grade ELL student attitudes toward academic self-concept, student-teacher relationships, parental academic support, native language support, native language interest, and native language usage influenced and predicted their academic achievement and second language acquisition. Furthermore, language spoken at home, gender differences, native language proficiency, and program of enrollment upon school registration (dual-language, transition, and ESL) were explored to determine relationships and best predictors of academic achievement. A Likert Scale survey was developed and administered to 89 fifth-grade students identified as Limited English Proficient (LEP) upon school enrollment.

ISBN: 9781267592453Subjects--Topical Terms:

2122778
Bilingual education.

Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement.
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245 1 0 $a Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement.
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
500 $a Adviser: Richard Walter.
502 $a Thesis (Ed.D.)--Dowling College, 2012.
506 $a This item must not be sold to any third party vendors.
520 $a Many schools around the United States are faced with high enrollment of English Language Learners (ELLs). Very often these students are confronted with many challenges or factors that make their academic achievement difficult. The current study explored some of these factors. The major purpose of the study was to investigate how fifth-grade ELL student attitudes toward academic self-concept, student-teacher relationships, parental academic support, native language support, native language interest, and native language usage influenced and predicted their academic achievement and second language acquisition. Furthermore, language spoken at home, gender differences, native language proficiency, and program of enrollment upon school registration (dual-language, transition, and ESL) were explored to determine relationships and best predictors of academic achievement. A Likert Scale survey was developed and administered to 89 fifth-grade students identified as Limited English Proficient (LEP) upon school enrollment.
520 $a Results indicated no significant difference between males and females for academic achievement (ELA and Math). Gender significant difference indicated females were more proficient in native language writing than males. A post hoc analysis indicated students enrolled in dual-language were significantly better native language (L1) spellers than students in transitional or ESL-pull out programs. Significant correlations were found for native language interest and self-regulated learning with student achievement on the ELA, Math, and NYSESLAT. Native language writing proficiency was also found to be a predictor of English (L2) acquisition and academic achievement (ELA, Math). Children's native language was strongly recommended to be part of linguistic minority students' academic curriculum.
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