Awareness of Christian College Professors Concerning English Language Learners in the Content-Based Classroom and Implementation of Effective Practices

Autor/in	Roedding, Amy L.
Titel	Awareness of Christian College Professors Concerning English Language Learners in the Content-Based Classroom and Implementation of Effective Practices
Quelle	(2013), (212 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Columbia International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-6430-2
Schlagwörter	Hochschulschrift; Dissertation; Christianity; College Faculty; Instructional Effectiveness; Student Needs; English Language Learners; Biblical Literature; Course Content; Teacher Attitudes; Humanities; Business Education; Science Instruction; Academic Discourse; Literacy; Teaching Methods; Academic Achievement; College Students; Educational Practices; English (Second Language); Second Language Learning; Church Related Colleges; Language Skills; Cognitive Ability; Sociocultural Patterns; Surveys + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Christentum; Fakultät; Unterrichtserfolg; Bibel; Kursprogramm; Lehrerverhalten; Geisteswissenschaften; Humanwissenschaften; Wirtschaftserziehung; Wirtschaftspädagogik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Collegestudent; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kirchliche Hochschule; Language skill; Sprachkompetenz; Denkfähigkeit; Soziokulturelle Theorie; Survey; Umfrage; Befragung
Abstract	In an effort to understand Christian college professors' levels of awareness to the needs of English Language Learners (ELLs) in content-based classrooms and to identify effective practices for language learning that are being implemented, a quantitative study using descriptive research was carried out. A survey was used to collect data to determine if professors in the Council of Christian Colleges and Universities (CCCU) institutions were aware of the needs of ELLs in their content-based classes, and if they were using any sheltered instruction effective practices to meet those needs. As more ELLs enter the CCCU higher educational institutions, research has shown that they encounter challenges in the four areas of sociocultural, cognitive, academic, and linguistic dimensions. CCCU professors are noting ethnic diversity in their classrooms, and they are aware of ELLs in the content-based classroom. They are noticing that ELLs are still developing in the areas of academic literacy that include listening, reading, speaking, and writing in the content areas. Professors from the fields of Bible, Education, Humanities, Business, and Science have differing views concerning whether listening, reading, speaking, or writing are most important in their classes for academic success. Certain fields of study are reporting implementation of effective practices that are advantageous to ELLs in their content-based classroom more than other fields are. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01