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Ways to Improve Chinese Preschoolers’ English Language Acquisition--Specifically in Teaching and Practice in the Classroom
A RESERCH PROJECT SUBMITTED TO THE FACULTY OF UNIVERSITY OF HOUSTON PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF SCIENCE IN EARLY CHILDHOOD
FEBRUARY 2015
By
Suyi Liu
Capstone Project Faculty Advisor
Dr. Jahnette Wilson
i
ii
Copyright © 2015 by Suyi Liu
All Rights Reserved
iii
ABSTRACT
The world is becoming more globalized, and the English language as a most
popular language, children around the world have been accustomed to learning the
English language. America is a country of immigrants, thus many children are from
other countries or are from families that speak languages other than English.
Therefore, education for English language learners (ELL) becomes an important topic
in the early childhood education today. Educators are eager to provide ELL children
help to improve their English language acquisition skills, specifically in the
classroom. Tabors (1998) and Celic (2009) indicate that it is significant for ELL
children to get help in their early age.
The objective of this research is to explore ways to improve Chinese early
childhood English language learners’ English language acquisition, specifically in
teaching and practice in the classroom. The research question is: How do teachers
improve Chinese early childhood English language learners’ English language
acquisition, specifically in the following areas: a. utilizing assessment? b. promoting
critical teaching philosophies? c. developing a high quality classroom environment? d.
utilizing specific teaching practices? The literature review suggests that ELL
children’s English language acquisition would be more effective by using assessment
(Yesil-Dali, 2011; & Bunch, 2011), promoting critical teaching philosophies
(Linklater, O’Connor, & Palardy, 2009; Vernon, 2014; Soderman, Clevenger, & Kent,
2013), providing a high-quality classroom environment (Tabors, 1998; Celic, 2009;
iv
Mc.Cary, Sennette, & Brown, 2010; Peng & Woodrow, 2010; Lacina, 2012), and
developing specific classroom instructional practices (Armon & Morris, 2008; Tabors,
1998; McCrary, Sennettem, & Brown, 2011; Lam, Chen, Geva, Luo & Li, 2011;
Soderman, Clevenger, & Kent, 2013; Silver, 2007; Dockrell, Stuart, & King, 2010).
Observations and interviews will be conducted at a Houston private Chinese school’s
preschool classrooms in the research to examine the hypothesis and explore the
effective methods to improve Chinese early childhood English language learners’
English language acquisition in the classroom.
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TABLE OF CONTENTS
Acknowledge Page…………………………………………………………………….i
Abstract……………………………………………………………………………….iii
Chapter 1: Introduction………………………………………………………………..1
Background of the Study……………………………………………………………1
Problem Statement and Research Question…………………………………………1
Rationale of the Study………………………………………………………………2
Chapter 2: Literature Review……………………………………………………….....5
Utilizing Assessment to Improve ELL Children’s English Language Acquisition...5
Promoting Critical Teaching Philosophies to Improve ELL Children’s English
Language Acquisition……………………………………………………………....8
Developing a High Quality Classroom Environment to Improve ELL Children’s
English Language Acquisition…………………………………………………….11
Utilizing Specific Practices to Improve ELL Children’s English Language
Acquisition…………………………………………………………………….......15
Conclusion………………………………………………………………………....23
Chapter 3: Methodology……………………………………………………………..25
Project Description………………………………………………………………...25
Research Design…………………………………………………………………...25
Research Question………………………………………………………………....26
Setting…………………………………………………………………………...…26
Subjects…………………………………………………………………………....27
Procedures……………………………………………………………………........27
Instruments……………………………………………………………………...…28
References……………………………………………………………………………30
1
Chapter 1
Introduction
Background of the Study
As the world becomes more international, and the English language grows more
dominant, children all over the world learn the English language. America is a
country of immigrants; many children are from other countries or are born in families
who speak languages other than English. These children become English language
learners, also known as ELLs. The ELL children usually suffer from difficulties and
frustrations when they are streamed into an American school where everyone speaks
English. Education for ELLs is an important topic in the early childhood education
today. It is important for ELL children to receive assistance in early childhood as
early childhood is an important period for children’s linguistic development. The
English fluency will facilitate cognitive, social, and emotional development in ELL
children. Teachers must utilize effective methods to improve ELL children’s English
language acquisition, specifically in teaching and practice in the classroom. Schools
and teachers are eager to provide ELL children help and support to improve their
English language acquisition skills, specifically in the classroom.
Problem Statement and Research Question
This research aims to examine effective ways to improve Chinese early
childhood English language learners’ English language acquisition in the following
areas: utilizing assessment, exemplifying critical teaching philosophies, providing a
2
high-quality classroom environment, and using specific classroom instructional
practices. Therefore, the research question is: How do teachers improve Chinese early
childhood English language learners’ English language acquisition, specifically in
teaching and practice in the following areas: a. utilizing assessment? b. promoting
critical teaching philosophies? c. developing a high quality classroom environment? d.
utilizing specific teaching practices?
Rationale of the Study
This research paper will discuss a variety of methods, such as utilizing
assessment, exemplifying critical teaching philosophies, providing a high-quality
classroom environment, and using specific classroom practices. Many researchers
have focused on developing early childhood ELL English language acquisition in
order to be more effective in the classroom (Yasil-Dali, 2011; Bunch, 2011; Vernon,
2014; Tabors, 1998; & Celic, 2009).
First, it is suggested that teachers of ELL children can utilize assessment by
incorporating predictors of English oral reading fluency and English Language
Development Assessment (ELDA) to assess their learning effect (Yesil-Dagli, 2011;
& Bunch, 2011).
Second, ELL teachers should exemplify strong critical teaching philosophies to
facilitate effective reading instruction, regardless of the children’s language status or
3
gender and motivate them to learn the language (Linklater, O’Connor, & Palardy,
2009; Vernon, 2014; Soderman, Clevenger, & Kent, 2013).
Third, ELL teachers should provide a high quality classroom environment and
optimal classroom organization by having rules for students to obey so that they can
concentrate in class (Tabors, 1998; Celic, 2009), planning and managing learning
environments so that it is easier for children to be engaged (Mc.Crary, Sennette, &
Brown, 2010), developing a positive classroom environment so that students are
willing and confident to communicate in English (Peng & Woodrow, 2010), as well
as incorporating technology in the classroom environment to promote students
learning (Lacina, 2012).
Fourth, teachers can use specific classroom instructional practices such as the
practice of linking art to other subjects (Armon & Morris, 2008), using language
techniques, and organizing interesting classroom activities to improve English
language acquisition (Tabors, 1998). Further, McCrary, Sennette, and Brown (2010)
suggest using an ELL instructional model of integrating English speakers and ELLs
within one classroom to develop bilingualism, a model of making content
comprehensible for ELLs, and to provide appropriate instructional content and
practice so as to further improve children’s English language acquisition. Further,
Lam, Chen, Geva, Luo and Li (2011) suggest teachers help ELL children develop
English derivational and compound awareness in the early school years to improve
their English vocabulary and reading comprehension. Additionally, Soderman,
4
Clevenger, and Kent (2013) recommend providing playful contexts, high-quality
learning experiences, promoting phonological and alphabetic awareness, and using
stories to address the specific language topics for ELL children. Storybook reading
enlarges ELL children’s vocabulary (Silver, 2007), and talking time intervention
supports ELL children’s oral language skills (Dockrell, Stuart, & King, 2010).
All of these researchers suggest that the use of specialized effective techniques
and methods will improve ELL children’s English language acquisition, specifically
in teaching and practice within the early childhood classroom.
5
Chapter 2
Literature Review
In the exploration of the effective ways to improve ELL children’s English
language acquisition, some researchers focus their study on the assessment of ELL
children’s English fluency (Yesil-Dali, 2011; & Bunch, 2011). Other researchers
focus on promoting strong teaching philosophies of equitable education opportunities
and appropriate instruction (Linklater, O’Connor, & Palardy, 2009; Vernon, 2014;
Soderman, Clevenger, & Kent, 2013). Further, some researchers emphasize on
providing a high quality classroom environment to facilitate children’s English
learning (Tabors, 1998; Celic, 2009; Mc.Cary, Sennette, & Brown, 2010; Peng &
Woodrow, 2010; Lacina, 2012). Additionally, still other researchers suggest to use
specific effective classroom instructional practices to improve ELL children’s English
language acquisition (Armon & Morris, 2008; Tabors, 1998; McCrary, Sennettem, &
Brown, 2011; Lam, Chen, Geva, Luo & Li, 2011; Soderman, Clevenger, & Kent,
2013; Silver, 2007; Dockrell, Stuart, & King, 2010).
Utilizing Assessment to Improve ELL Children’s English Language Acquisition
Yesil-Dagli (2011), professor from East Carolina University Greenville,
showed the predictors of English oral reading fluency that can be used in the
classroom to assess ELL children’s learning outcomes. The data were collected from
2481 ELL children who attended 291 Florida Reading First schools, using Progress
Monitoring and Reporting Network (PMRN). PMRN is a web-based data
6
management system created and managed by the Florida Center for Reading Research.
Early English reading success has been widely studied for native English-speaking
students. These findings have been used to teach ELL children, but ELL children’s
English language acquisition development may be different. Though limited research
exists regarding which early measures are the best predictors for ELL children’s
learning to read English, it is important to have empirical evidence regarding which
assessment measures best predict second language reading performance for ELL
children. Yesil-Dagli investigated English letter naming fluency, initial sound fluency,
and vocabulary skills’ predictive role in English oral reading fluency when children
are in kindergarten and first grade. She also examined the variability in language and
literacy skills of ELLs by their demographic, social economic status and gender
characteristics. Asian ELLs have the highest English oral reading fluency scores. This
study was an investigation of the predictive role of kindergarten English language and
literacy skills in first grade English word reading of ELL children and the variations
in their English language and literacy skills. Her results showed that English letter
naming fluency is the best predictor, followed by vocabulary skills and initial sound
fluency. English vocabulary skills, as the second best predictor of English word
reading, provides support for intervention activities in the classroom that improves
ELL children’s vocabulary skills.
Bunch (2011), Vice-President of Measurement Incorporated, a test development
and scoring company serving the statewide assessment community, suggests the use
7
of the English Language Development Assessment (ELDA) for assessing ELL
children’s English language acquisition after a historical review of bilingual education
and the effect of the passage No Child Left Behind. Bunch states that ELL children’s
teachers need frequent formative assessment to guide classroom instruction and
improve ELL children’s English language acquisition. He claims that over the past 50
years, the United States government has taken an increasingly proactive method to the
English language use of ELLs, culminating in the passage of No Child Left Behind
and its subsequent regulations. ELDA was developed under the enhanced assessment
grants funded under No Child Left Behind. ELDA is designed to allow schools to
measure annual progress of English language acquisition skills among ELL students
from Kindergarten to 12th grade. In this study, Bunch declares that the tests measure
both academic and social language proficiency in listening, speaking, reading, and
writing. Additionally, they yield comprehension and composite scores. Content of the
test is drawn from age-appropriate academic (school-subject) and social sources,
however, they are not tests of academic content, which means though test items may
reference academic subjects, no prior knowledge of those subjects is assumed or
required for success on the tests. Bunch demonstrates that ELDA has five levels:
Kindergarten, Grades 1-2, Grades 3-5, Grades 6-8, and Grades 9-12. For K-2 ELL
English language acquisition assessments, all items are observations to be completed
by the teacher and are listed as open-ended, and children do not actually write in a test
booklet. Similarly, all Speaking items consist of prompts and oral responses, which
the teacher codes and scores. For K-2 ELL children, administration time is actually
8
spread over at least two weeks so that the teacher has enough time to draw valid
conclusions about the ELL children’s English language acquisition skills. Teachers
can conduct English Language Development Assessment (ELDA) to track ELL
children’s English learning. The research shows that assessment is critical to
supporting teachers in their understanding and assisting ELL children to be on track in
their English language acquisition. However, there is possibility that the author would
be biased as his company wrote the assessment.
Promoting Critical Teaching Philosophies to Improve ELL Children’s English
Language Acquisition
In addition to assessment, teachers of ELL children must focus on promoting
strong teaching philosophies in the areas of equitable education opportunities and
appropriate instruction. Linklater, Connor and Palardy (2009), researchers from the
Graduate School of Education at the University of California Riverside, suggest that
in the classroom teachers should provide explicit reading instruction regardless of the
children’s language status or gender. As the result of federal policies emphasize the
importance of preventing reading disabilities for at-risk students, educators start to
pay special attention to identifying early literacy risk factors. Most children start
school at five years of age, which makes the kindergarten year very important in
determining and utilizing preventative measures. This study included 401 children
(289 English Only and 112 ELLs) who attended partial-day kindergarten at four
elementary schools in two lower socioeconomic school districts in California. Their
9
study provides evidence of reading segmentation skill growth trajectories during
kindergarten as measured by ISF (Initial Sound Fluency), PSF (Phoneme
Segmentation Fluency) and CPST (Combined Phoneme Segmentation Task), and of
the predictive power of those measures at the beginning of kindergarten on
subsequent reading skills for English Only and ELLs. PA (Phonemic Awareness)
measures, including ISF, PSF and CPST, can predict kindergarten reading
performance and determine its influencing factors. The researchers found no
significant difference between language performance growth rates for ELLs and
English Only students for any of their predictors. English-Only and ELLs have no
significant difference between each other, while significant differences between
growth rates for boys and girls were evident. However, it was found that gender did
not contribute to significantly predicting later reading outcomes. The results of the
study imply that students should get support when they are identified to be in need of
intervention regardless of their language status and gender, and educators should treat
all children equally.
The other area in which early childhood educators must exhibit a strong
teaching philosophy is an emphasis on ELL children’s motivation for English
language acquisition. Vernon (2014), creator of fun resources, games, stories, plays
and songs for children to learn English at Teaching English Games Company,
provided six tips to keep ELL children interested in class and motivated to do what
teachers want them to do beyond giving children prizes. The first tip is to keep
10
teachers motivated. If a teacher is not enthusiastic about what he or she is instructing,
chances are the children will also be unenthusiastic. The second tip is to be
encouraging. Young children thrive on praise and positive attention from the adults in
their lives. If a teacher wants ELL children to be motivated in class, they should
provide students positive attention. The third tip is to play games. ELL children learn
through playing. Often they do not even realize they are learning if they are enjoying
the game. Children could sit there and fill out one worksheet after another, or they
could play an English game and learn the same concepts. Which would they prefer to
do? When children are playing games, points and competition can be used as a
motivator, but children under six years old may find the competition too stressful. The
fourth tip is to get ELL children’s hands dirty. Children like to work with their hands.
If teachers can get the things ELL children are learning about in children’s hands, it
will be useful and fun for the children. When teachers want to teach them summer
words, they can prepare a table filled with sand and beach items. When teachers are
teaching fruit words, they can make children try a kind of fruit. The fifth tip is to get
them moving. Movement is an important component to motivate children. The best
way to prevent children from being sleepy is to get them up out of their seats at least
once in each class period. Even if teachers just require children to come up to the
teachers instead of teachers going to the children for help, keeping children active
keeps them focused. Making the children to do projects and activities in groups also
helps. The sixth tips is varying the activities. Alternate games with strict but
acceptable disciplines can keep ELL children alert and motivated. In summary, early
11
childhood educators should hold solid teaching philosophies that emphasize equitable
and appropriate instruction for the children, regardless of language status or gender,
and keep children motivated to learn English.
Developing a High Quality Classroom Environment to Improve ELL Children’s
English Language Acquisition
Researchers suggest a high quality classroom environment is beneficial for ELL
children. Celic (2009), researcher from Teachers College Columbia University,
suggests examining the classroom through the eyes of ELL children. As teachers set
up their classrooms, it helps to consider the environment should support ELLs in
learning language and grade-level content at the same time. It may be difficult to
determine whether or not the classroom is truly a place where ELLs can achieve this
dual focus of learning English and learning content. Celic imagines to be an ELL
child herself, trying to learn English and keep up academically with her classmates.
As she looks around her classroom from this perspective, she thinks about the written
language on charts, the board, posters, and word walls. Is the written language
supported with pictures, photos, examples, or graphic organizers that would give her
clues to understanding the content? Does the written language include familiar words
that she has been explicitly taught during lessons? Would she even know what content
area or topic the writing is related to? Celic considers vocabulary development as if
she was an ELL child: if there are any visual resources like word walls, charts, or
labels in the classroom that would help her learn important vocabulary words and
12
understand their meaning; if there are ways she could meaningfully practice the
vocabulary. Further, Celic gives thought to the resources available for reading: if the
books and other texts are at an appropriate level so that she will develop her reading
skills in English; if she will be expected to wait to read in English until she had
learned more of the language; if the books are in her native language so that she will
continue to develop her reading skills; if the books and other texts about topics and
people she can relate to; if the resources such as a listening center that would let her
listen to the language as she reads; if the language charts in the classroom that would
help her learn the letters and sounds of English. Celic also thinks about the resources
available for writing: if there are resources available that would help her start to write
in the new language (modeled writing displayed on charts, word walls, bilingual
picture dictionaries, and a variety of paper choices); if she will be expected to wait to
write in English until she had learned more of the language. Celic goes on to consider
the spaces for learning: if the desks and other areas are set up so she could collaborate
with her peers in learning English and grade-level content; if she will be expected to
always work alone. Finally, she thinks about her native language: if there are any
materials or resources available in her native language to help her understand new
concepts and build literacy skills, and if she has been partnered up with anyone who
speaks the native language of the child.
Peng and Woodrow (2010), researchers from Shantou University and
University of Sydney, declare the importance of a positive classroom environment on
13
ELL children’s English language acquisition. They collaborated to conduct an
investigation of willingness to communicate (WTC) in Chinese
English-as-a-foreign-language (EFL) classrooms. They tested the classroom
environment using structural equation modeling. A language classroom is a social
environment made up of students and the teacher. Teachers’ support could minimize
ELL children’s anxious feelings and improve their English language acquisition.
Cohesiveness of the class group contributes to a positive climate that contributes to
English WTC. Thus, classroom environment promotes communication confidence
and WTC were hypothesized. Besides, it was suggested that ELL children’s beliefs
could be strengthened by a positive classroom environment. This research was
conducted in two phases. Phase one was piloting the instrument items from the
literature using exploratory factor analyses (EFAs). The factors of classroom
environment in the pilot study contain following items: Tasks in the class are
meaningful and engaging. The ELL children know what they are trying to
accomplish. Class assignments are clear so the ELL children know what to do. The
ELL children work well with other class members. The ELL children are friendly to
other members in the class. The ELL children make friends with other members in
this class. The ELL children help other class members who have trouble with their
work. The teacher gives timely feedbacks to the ELL children’s concerns. The teacher
is patient. The teacher smiles while talking at the class. The teacher asks questions
about ELL children’s viewpoints or opinions. Phase two was the main study involving
validating the instrumentation using confirmatory factor analyses (CFAs), and then
14
the hypothesized structural relationships among the variables were tested. The AMOS
software (version 7.0) was used based on raw data input. The result shows that
classroom environment directly impacted ELL children’s communication confidence,
though with small effect size. A positive learning environment can strengthen ELL
children’s English competence and lessen their anxiety to communicate in English. A
high-quality classroom environment for ELL children must be positive.
Lacina (2012), assistant professor in the Department of Elementary Education
at Stephen F. Austin State University, declares the importance of technology in ELL
children’s classroom environment. Internet chat sessions give students opportunities
to communicate in English. Discussion boards promote students’ collaboration and
participation. Web Quests are Web-based environments that improve students’
inquiry skill. She interviewed Itza Flores, a 1st grade teacher at a Slack Elementary in
Lufkin, which is well-known in east Texas for its excellent bilingual program.
Through the online interview, Lacina learned about technological practices and
software that can be used in the classroom. Lacina learned that technology helps
provide an engaged learning environment that promotes class unification and
encourages ELL children to learn English. ELL children are motivated to learn
English by applying technology. Technology makes ELL children more excited than
normal textbooks. It also enables ELL children to control their learning level by
setting their time and topics. Technology can meet ELL children’s specific needs to
learn English. As a 1st grade teacher, Ms. Flores uses technology to help her ELL
15
children improve their learning effect by providing different learning methods. She
sometimes uses technology as a visual or a reinforcement tool for her content in class.
She uses software like Reader Rabbit, Kidspiration, Accelerated Reader, Kidworks,
Kid Pix, Storybook Weaver and Success Maker to improve ELL children’s phonics
and reading skills. With the software, she can make ELL children practice their
self-control and self-direct to their own English learning while receiving immediate
feedback. In order to effectively support ELL children, teachers should be familiar
with techniques and resources that can be used to improve their English language
acquisition, and incorporate technology in the classroom environment. Technology is
necessary in a high-quality classroom environment for ELL children.
Utilizing Specific Instructional Practices to Improve ELL Children’s English
Language Acquisition
Finally, utilizing a variety of specific effective instructional practices such as
classroom organization, language acquisition activities and classroom instructional
activities is also important in improving ELL children’s English language acquisition.
Tabors (1998), research associate at Harvard Graduate School of Education, brings up
some ways to support for ELL children’s English language acquisition in the
classroom that focus on classroom organization. The participants were two
four-year-old boys. One’s home language was Japanese, and the other one’s home
language was Korean. The researcher observed and audio-taped the two ELL children
in their preschool classroom, and found that two aspects of classroom organization
16
can help ELL children. The first is to have a set routine for activities so that ELL
children can catch on and get into the flow of events. This will help them feel more
comfortable to be members of the group more quickly and improve their social
integration. The second aspect of classroom organization is to provide safe havens in
the classroom. These can be a table with manipulatives, a quiet house area, or a puzzle
corner that are available at all times. ELL children can spend some time other than the
communicatively demanding activities and get competency in other skill areas besides
language. Having a safe haven will also help the children feel less pressured to talk in
a language they don’t yet know and will give them a choice of which to watch and
listen until they are ready to join in. Second, when teachers interact with young ELLs,
they automatically use many techniques to help ELL children to understand them.
These include using lots of nonverbal communication, keeping the information
simple, talking about what is happening, emphasizing the important words in a
sentence, using gestures when they talk, and repeating the key words in a sentence.
This kind of communication with ELL children helps them begin to understand what
is being said in the new language. In addition, how classroom activities are structured
also makes a difference. In most developmental programs there are activity times
when a teacher works closely with children and materials. During reading time the
teacher can choose predictable books, which are very useful for ELLs, and organize
times when work with a small group of children makes it easier to tailor the book to
the audience. At other group times, using the same songs and movements repeatedly
can help ELLs get involved. This is often when an ELL child first finds her voice in
17
her new language and feels comfortable in a group. In order to improve ELL
children’s English language acquisition, teachers need to keep in mind that it is
important to work with parents of second-language learners. Teachers are suggested
to develop effective ways of communication with the parents. A questionnaire can be
used to gather the information on family language background, child care
arrangements, and parents’ expectations on their children’s learning. The purpose of
working closely with parents of second-language learners is to support the home
language and culture in which children come from. At the same time, teachers will
have a better understanding of the developmental sequence of second language
learning and the cultural influence that are significant to children’s language learning.
McCrary, Sennette, and Brown (2011), researchers from Texas A&M
University-Commerce Department of Curriculum and Instruction, present two major
language instructional models to facilitate ELL children’s language acquisition.
Through visiting scholars, book studies, and attending conferences (eg. Council for
Exceptional Children International Conference and National Association for Bilingual
Education Conference), two major language instructional models were introduced.
One ELL instructional model is realizing two-way immersion in classrooms. It is a
form of education in which native English-speaking children and ELL children are
integrated within the regular classrooms. The purpose of the program is to develop
bilingualism, biliteracy, and cross-cultural competence. Children receive instruction
in their native language for part of the day and then in the non-native language in the
18
rest of the time. The other model is making content understandable for ELL children:
the Sheltered Instruction Observation Protocol (SIOP) Model. It is an approach of
lesson planning that teaches content materials to ELL children. The model guides
teachers through activities to develop language and content objectives for the ELL
children. The SIOP Model approach can be used in any setting. The researchers also
recommend some essential capacities for ELL children’s teachers. Teachers need to
plan and manage ELL children’s learning environments for successful learning
outcomes. Teachers must design learning environments that encourage and motivate
ELL children’s active participation, as well as plan appropriate activities and effective
behavior management. Teachers need to demonstrate appropriate methods for
assessing ELL children. Teachers must be able to evaluate the ELLs’ level of English
language acquisition (e.g., beginning level, early production level, speech emergent
level, intermediate fluency, and fluency level). Teachers should also be able to screen
for reading problems and monitor progress in the English acquisition. There is also a
need for teachers to demonstrate appropriate instructional content and practice.
Additionally, teachers must be able to provide vocabulary instruction and plan
peer-assisted instruction with ELL children at different levels of English proficiency.
Lam, Chen, Geva, Luo and Li (2011), researchers from University of Toronto
and Beijing Normal University, examine the importance of morphological awareness
in vocabulary and reading comprehension among Chinese ELL children. The study
focuses on two kinds of morphological awareness: derivational awareness and
19
compound awareness. The participants were 46 kindergarteners and 34 first graders of
Chinese ELL children in Canada. The children were administered five English
measures including derivational awareness, compound awareness, phonological
awareness, receptive vocabulary, and reading comprehension. Results showed a stable
growth in Chinese ELL children’s derivational and compound awareness from
kindergarten to 2nd grade. For the first graders, the morphological awareness was
responsible for their improvement in vocabulary, and their improvement in both
vocabulary and reading comprehension one year later. Generally, the improvement of
morphological awareness increased with grade level, and derivational awareness
contributed more to vocabulary and reading comprehension than compound
awareness did. The research shows the importance of morphological awareness,
especially derivational awareness, in Chinese ELL children’s English reading
development. The study suggests that teachers should continuously help Chinese ELL
children develop English derivational and compound awareness to improve their
English vocabulary and reading comprehension.
Soderman, Clevenger and Kent (2013), researchers from the National
Association for the Education of Young Children, observed five-year-old Xian Lei
who entered kindergarten with difficulty in English and how her teacher Ms. Sisco
helped her catch up on English language acquisition through playful contexts and
researched on former studies. They declare that language acquisition is highly social,
and that there is reliable evidence that demonstrates that immersing young dual
20
language learners in playful contexts that highlight language is far more effective than
teaching isolated skills in resource rooms or through tutoring sessions. However,
during the initial stages, second language acquisition can be challenging for young
children and for the classroom teacher who must create high-quality learning
experiences for everyone in the class. The authors state that two critical factors spell
success or failure for teachers who have ELLs in their classrooms: the teacher’s
understanding of and respect for the initial difficulties in learning a second language,
and the teacher’s ability to adapt learning experiences in a creative and playful
manner. The following six suggestions will enable teachers to help children through
these hot spots: (1) foster children’s motivation to acquire a new language; (2) build a
rudimentary receptive vocabulary; (3) help children develop self-confidence and
comfort in expressing their needs and ideas; (4) support phonological awareness and
promote alphabetic awareness; (5) eliminate confusion about consonants, vowels,
grammar and syntax; and (6) use stories to address the hot spots. The concept of a
story may be broadened to include nursery rhymes, poems, songs, traditional stories,
and stories made up by the teacher, the children and their families.
Through observing children drawing and learning in three-person teams, Armon
and Morris (2008), researchers from National Science Teachers Association, find that
an effective tool to improve early childhood ELL education is to integrate art into
other subjects such as science. Emphasizing writing and drawing in science is a
method for developing and articulating thinking. By overlapping literacy and science
21
instruction, teachers and children get knowledge and skills in both subjects. Teachers
demonstrate writing and drawing in science while connecting vocabulary to visuals
such as photographs and concrete materials for children to learn English. As children
get to know academic vocabularies in content areas, academic achievement,
clarification of thinking, and English language skills improve. Because drawing
requires careful observation of an object or phenomenon’s special characteristics,
children notice details they might otherwise overlook, and make children more
impressive about the English words. Teachers who lack knowledge of drawing
techniques could also involve the school art teachers. This is effective because science
and visual art do not require children to be knowledgeable of American culture.
Though there are challenges of increased time, specialized vocabularies and balance
among disciplines, integrating writing and drawing with science investigations is
beneficial for teachers and children. ELL children get many ways of acquiring and
expressing both language and knowledge in several disciplines, and as a result,
teachers get valuable and ongoing data to evaluate children’s understanding and
improve their instruction.
Silverman (2007), researcher at Harvard University, confirms the effectiveness
of a kindergarten vocabulary intervention through storybook read-alouds. Reading
storybooks to young children has been an ideal means of introducing new words to
them. Vocabulary instruction during the reading of story books is based on children’s
interests in stories and English language. Vocabulary instruction through read-alouds
22
can actively engage children in defining, speaking, and spelling words. Silverman
investigated the effects of a vocabulary intervention with children from a variety of
language backgrounds and contributes to knowledge about vocabulary instruction. A
research-based vocabulary intervention, the Multidimensional Vocabulary Program
(MVP), was implemented in five classrooms; among these were 3 mainstreams, 1
two-way bilingual, and 1 structured classroom. This study included 44 English-only
and 28 ELL children in five kindergarten classrooms. The findings show that ELL
children can learn words from instruction at the same rate or faster than EO children.
If teaching methods are appropriate for ELL children, they can learn what is taught as
easily as EO children. After a 14-week MVP intervention, ELL children got to know
19 more words on a picture vocabulary assessment than they knew before the
intervention. In comparison, the EO children knew 14 more words after the
intervention. Although EO children knew more of the target words before the
intervention, there was no gap between EO children and ELL children in knowledge
of target words at the end of the intervention or after following 6 weeks. Thus, it
shows the effectiveness of vocabulary intervention for ELL children through
storybook reading.
Dockrell, Stuart, and King (2010), researchers at London Institute of Education
Psychology and Human Development, remind ELL children’s teachers to support
their oral language skills through talking time intervention. They studied 142
four-year-old children who attended three preschools in a disadvantaged inner city
23
area in London, England. The authors declare that oral language skills are important
for children’s academic development. Children with poor oral language skills are also
less capable to respond to other instructions. Using comments and prompts promotes
the interaction with children that produces more original language. Using prompts,
open-ended questions, expansions and recasts that expand children’s oral language
responses to talk with children can improve the effect of sensitive frequent oral
language exposures. In their study, three measures are used to assess English language
levels: Verbal Comprehension, Naming Vocabulary, and GAP Sentence Repetition.
The first requirement of ability in the narrative task is that children need to understand
the story that is told to them. This may be a problem for the ELL children and may
have impacted on the efficacy of story reading. The second requirement of ability is to
retell the story. Children who have difficulties to develop oral language need to be
carefully supported by teachers and peers. The effectiveness of the talking time
intervention has identified important features of implementing evidence-based
practice. Some stuff and materials need to be provided in the talking time intervention
according to specific instructional goals.
Conclusion
In conclusion, the literature review suggests that language acquisition for ELL
children could be improved in teaching and practices within the classroom. Teachers
must use assessment, promote strong teaching philosophies, provide high-quality
classroom environment, and utilize specific instructional practices in the classrooms
24
to improve the English acquisition of ELL children. Assessment is necessary for
teachers to know the levels and the effectiveness of their instructional strategies on
ELL children. A solid teaching philosophy emphasizing equitable, appropriate and
motivating instruction is critical to improving ELL children’s English language
acquisition. Further, a high-quality classroom environment can help children to learn
English more effectively by immersing and engaging them through classroom set up
and accessibility of resources and creating a positive classroom environment for
children. Finally, the specific instructional practices in the classroom such as using art
and stories, providing playful context, and making content comprehensible can make
English instruction more interesting and comprehensible for ELL children. By
employing these research-informed practices in the early childhood classroom, ELL
children will show improvement in the area of English language acquisition.
25
Chapter 3
Methodology
Project Description
The purpose of this study is to explore the effective ways to improve Chinese
ELL children’s English language acquisition. The study will focus on preschool
teachers’ perceptions on the effective ways to improve Chinese ELL children’s
English language acquisition at a private Chinese school in Houston, Texas. Four
preschool teachers who work at the school will be participated in the study. The ages
of the children at the preschool range from three to four years old. All of the children
are from Chinese-speaking families. Initially, four observations of the four teachers
will be conducted. The purpose of the observation is to investigate approaches that
teachers employ to improve the children’s English language acquisition in the
classroom. Next four teachers will be interviewed so as to examine what teaching
practices are used in the classroom and why they are applied.
Research Design
This study will utilize the qualitative research approach. Classroom
observations and teacher interviews will be used as tools to examine the research
question. Qualitative research should be used when teaching and practice in the
classroom are discussed as trends or themes based on words but not statistics (Patten,
2012). This study aims to investigate the effective ways to teaching and practice in the
classroom to improve ELL children’s English language acquisition. Data on the
26
methods employed to improve ELL children’s English language acquisition will be
gathered by making preliminary observations and conducting interviews. While
working with the teachers and children at the school, adjustments in the measures
such as rewording interview questions or adding questions based on earlier responses
by participants will be considered if necessary. For data analysis, individuals’
responses will be coded and trends will be looked for in the results section of the
research report.
Research Question
The research question is: How do teachers improve Chinese early childhood
English language learners’ English language acquisition, specifically in the following
areas: a. utilizing assessment? b. promoting critical teaching philosophies? c.
developing a high quality classroom environment? d. utilizing specific teaching
practices?
Setting
The setting of the research will be at the private Chinese school located at
downtown Houston. The majority of the children at the school are from
Chinese-speaking families. Thus the children are English language learners who were
born in Chinese families. In Chinese families, parents primarily speak Chinese
language at home. The children not only have to learn English, but most importantly,
they must also master English like Americans. When adults talk to the children in
27
Chinese, the children usually answer in English instead. The children prefer to speak
English with each other as well. When they first got into English-speaking schools,
some children who were not born in America had some problems in oral and
academic English compared to the children from English speaking families. These
children go to the school twice each week.
Subjects
The subjects of the study will be four preschool teachers at a private Chinese
school in Houston, Texas. They will be chosen using purposeful sampling, because
the teachers fit into a broad category---teachers of ELL children, and they will provide
the greatest potential to make the research successful (Patten, 2012). The four
preschool teachers who will be chosen in the research are all Chinese Americans,
including three females and one male. The teachers have average of two and a half
years of teaching experiences. They are not certified teachers in Texas, but they had
training before they started to teach at the school. They all have master’s degree from
American universities. The average of the teachers’ age is thirty.
Procedures
An application of permission for this research study will be submitted to the
Committee for the Protection of the Human Subjects from the University of Houston.
Prior to the classroom observations, the completed consent forms will be signed by all
the participants.
28
First, the four observations will be scheduled on Tuesdays from May through
June, 2015. The observation notes will be recorded during each observation. The
notes will include observation sequences, dates, time, the class, and the teacher. The
observation notes will then be analyzed to provide a guideline for the teachers’
interview questions. Next, the four interviews will be conducted on Tuesdays directly
following the classes. All the interviews will take place in the classrooms of the
school from May to June, 2015. The interviews will be recorded and then transcribed.
The transcripts will then be used for data analysis. During data analysis, the
researcher will look for themes and practices that imply the effectiveness of the
methods suggested in the literature review.
Instruments
The instruments that I will use in the research will be as follows: a form for
observation notes and an interview protocol.
Below is the form for observation notes I will use:
Observation Note
Date: Time: Class: Number of Students: Teacher:
Ways that the teacher use to improve the Chinese ELL children’s English language
acquisition in the following areas:
(1) Utilizing assessment.
29
(2) Promoting critical teaching philosophies.
(3) Developing a high quality classroom environment.
(4) Utilizing specific teaching practices.
The interview questions that I will ask the four teachers are as follows:
(1) How did you utilize assessment to improve Chinese ELL children’s English
language acquisition in the classroom? Why did you use the methods?
(2) What teaching philosophies did you have to improve Chinese ELL children’s
English language acquisition in the classroom? Why did you promote these
philosophies?
(3) What do you consider a high quality classroom for Chinese ELL children?
Why do you think so?
(4) How did you utilize specific teaching practices to improve Chinese ELL
children’s English language acquisition in the classroom? Why did you use the
methods?
30
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