Factors that Influence Teachers' Utilization of Siop Learning Strategies when Teaching English Language Learners

Author

Courtney R. Stuart, The University of Texas Rio Grande Valley

Date of Award

5-2021

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Mathematics

First Advisor

Dr. Aaron Wilson

Second Advisor

Dr. Mayra Ortiz

Third Advisor

Dr. Younggon Bae

Abstract

Despite standardized certification tests and popular English Language Learner trainings, the strategies and methods used in two educators’ classes would not be identical. In this case-study we look to see what variables cause teachers to utilize certain strategies and how these variables affect the number of strategies used consistently when teaching ELLs. We study the effect of teachers’ language experiences, certifications, participation in SIOP trainings, education levels, perceived preparedness, and years spent in the classroom.

Using quantitative and qualitative data we conclude that dual-language fluency and professional advancements can lead to teachers using more ELL learning strategies in their classrooms, and the more years spent teaching can lead to teachers using less strategies. We found evidence of the usage or non-usage of specific strategies belonging to analyzed subgroups. These findings have implications that can be used to narrow or close the learning gap between ELLs and non-ELL.

Comments

Copyright 2021 Courtney R. Stuart. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/factors-that-influence-teachers-utilization-siop/docview/2571013283/se-2?accountid=7119

Recommended Citation

Stuart, Courtney R., "Factors that Influence Teachers' Utilization of Siop Learning Strategies when Teaching English Language Learners" (2021). Theses and Dissertations. 779.
https://scholarworks.utrgv.edu/etd/779