Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Billie Andersson

Abstract

Academic vocabulary is one of the most important skills needed in language learning, but it may be difficult for students whose native language is not English. The purpose of this qualitative study is to investigate how classroom core subject teachers at Middle School 55 (pseudonym) perceive their ability to implement specific instructional model strategies to support explicit academic vocabulary building for ELL students. This study was grounded in Becker and Engelmann’s direct instruction framework for effective and efficient teaching and involved providing research-based principles for teachers supporting ELLs in middle school who are developing academic vocabulary skills. Open-ended semistructured interviews were used to collect data about strategies being implemented by teachers at Middle School 55 to support the academic vocabulary and language development of ELL students in their classrooms. Twelve sixth through eighth-grade teachers who teach ELL students participated in this study. Data were transcribed, coded, and analyzed for emerging themes which included teachers’ beliefs in their need to support scaffolding instruction and guided practice to support academic vocabulary building for ELLs and professional development and training. Findings show there is a need for teachers to have more professional development to gain useful and effective strategies and instruction for vocabulary development. The results from this study may contribute to positive social change by helping middle school teachers develop a link between academic and content-specific and evidence-based practices that will increase ELL students’ academic vocabulary acquisition skills.

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