Dissertations / Theses on the topic 'English Education'
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Shibata, Ayako. "English in Japan : conceptualisations of English and English education in Japanese education and social contexts." Thesis, Goldsmiths College (University of London), 2009. http://eprints.gold.ac.uk/6661/.
Full textFeldt, Zanna, and Erik Mekkelholt. "Digital methods in English Education." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42865.
Full textCrowe, P. "Collaboration in English higher education estates." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/31426/.
Full textВишневська, Марина Олександрівна. "Distance education system in teaching english." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7217.
Full textVyshnevska, M. "Distance education technologies for English classes." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16656.
Full textHer, Jia-Huey. "The Globalization of English: Its Impact on English Language Education in the Tertiary Education Sector in Taiwan." The University of Waikato, 2007. http://hdl.handle.net/10289/2809.
Full textBrown, Charles A. "Perceptions of the value and uses of English among university English majors in Taiwan." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419959736.
Full textNelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.
Full textGreaney, Leonard Vincent. "ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/370702.
Full textEd.D.
This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district’s Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners.
Temple University--Theses
Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
Full textEstrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.
Full textAs the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
Medina-Kinnart, Diana. "Effect of a cognitive intervention on middle school English learners' English proficiency." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3573282.
Full textThis quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners.
The problem addressed was middle school English learners' lack of awareness of the need to be English proficient before entering high school if they want to be qualified for the A-G college-bound coursework.
A 20-question online survey was used. Students at both schools were given a preintervention survey. This was followed by an intervention at one school, which concluded with a postintervention survey at both schools. Analysis of data gathered from surveys, along with standardized assessment, culminated the study.
A McNemar test was completed to compare each variable between the pre-survey and the post-survey to test the statistical hypotheses of this study. Additionally, percentage comparisons were performed to examine relationships between pre- and post-survey responses with both Likert-scale and time options.
Findings of this study indicate that, for the experimental group, there were substantial percentage increases between pre- and post-surveys, statistically significant findings in more than one area, and a larger percentage increase in English proficiency.
Findings indicate that, for the control group middle school English learner students who did not participate in the cognitive learning intervention, there was little or no difference between the pre- and post-survey results. These findings demonstrate the critical need for metacognive and self-efficacious experiences for Latino middle school English learner students.
The overall positive trends and the statistically significant findings for the experimental group can have a direct implication for strategies used in the education of middle school English learner students. In an age-appropriate manner, cognitive learning interventions, to include increased awareness and goal setting, can be implemented for all Latino middle school English learners.
Yamaoka, Ryoko. "Changes in English language education in Japan /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.
Full textTang, Yu-kwong, and 鄧宇光. "Chinese education and the prestige of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31952847.
Full textGurney, David William. "Education and the early modern English separatists." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10007378/.
Full textVasiljev, Artem. "Modern technologies and learning English: distance education." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20866.
Full textMorris, Judith. "Science education and the english language learner /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070523.150827.
Full textTang, Yu-kwong. "Chinese education and the prestige of English." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22199329.
Full textSilva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
Costa, Elmano Martins. "The relationship of placement in Spanish/English bilingual classrooms to the achievement of native-English speakers." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2766.
Full textFreathy, Robin James Kenneth. "Religious education and education for citizenship in English schools, 1934-1944." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414031.
Full textWang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.
Full textMims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.
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Walker, Diana. "Determining the Differences between English Language Learners Who Exit Services and English Language Learners Who Become Long-Term ELLs| A Discriminant Analysis." Thesis, University of Nevada, Reno, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707992.
Full textThe purpose of this study was to find study differences between ELLs who exit ELLs services and ELLs who do not exit based on regularly collected demographic and standardized achievement data. The variables included: ACCESS scores for reading, writing, speaking, and listening, state CRT scores for reading and math, MAP benchmark scores for reading and math, initial English proficiency, IEP status, number of years in the US education system, and the following risk factors, attendance, suspension, transiency, and retention. The study was based on data related to ELLs in third, fifth, and ninth grade from one urban school district in the west during the 2013-14 school year. There were 1096 third grade cases, 591 fifth grade cases, and 261 ninth grade cases.
Six discriminant analyses were calculated to find the variables with the highest predictive power. One discriminant function was produced for each analysis at each grade level. The variables that had the highest predictive power in the third grade discriminant function were the ACCESS scale scores for reading, writing, and listening. The variables that had the highest predictive power in the fifth grade discriminant function were the ACCESS reading and writing scale scores. The variables that had the highest predictive power in the ninth grade discriminant function were the ACCESS comprehension composite score and the writing scale score.
In addition the graduation rates for seniors during the 2013-2014 school year who had been ELL at one time was different depending on when they exited ELL. Students who exited in third grade had an 82% graduation rate. Students who exited in fifth grade had a 72% pass rate, and students who exited in ninth grade had a 59% pass rate.
The findings in this study indicate English as a second language development and literacy development for ELLs who enter the US school system in kindergarten are inseparable.
Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.
Full textSchmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." Taylor&Francis Group, 2018. http://epub.wu.ac.at/6416/1/13670050.2018.pdf.
Full textBrauer, Lydia K. "Contemporary constructions of English texts: a departmental case study of secondary English domains." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1151259726.
Full textAhulu, Samuel Tetteh. "English in Ghana." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385315.
Full textHaynes, Christine Angela. "The experiences of English-speaking Caribbean students in American schools." Thesis, Morgan State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3626267.
Full textThis phenomenological study examined the perceived adaptation experiences of English-speaking Caribbean K–12 immigrant students in American Schools through the telling of their stories. These stories were substantiated by their parents, and in some cases, close family friends, regarding their interactions with some American schools. The study was framed using Adaptation Theory which was supported by Bourdieu's Theory of Cultural Capital, Intercultural Communication Theory, John Ogbu's Cultural Ecological Theory, and Bowen's Family System Theory. The findings highlight the resiliency of students within this sample to adapt to significant changes in their new academic surroundings, navigate its inherent social structures, and experience progress in the face of challenges. Additionally, this study introduced factors that have contributed to the advancement of students and families within this population. Data gleaned from this study suggest that students from this population often outperform their American classmates. It also brings to the fore, a term coined by the researcher, reverse migration, which is a trend that may be widely practiced by members of this population. These findings may assist in evaluating the efficacy of existing policies pertaining to their placement, instruction, and in identifying gaps in addressing their academic needs.
Ezzair, Karima S. "English Teachers' Perceptions of Vocabulary Instruction in English Language Learners' Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6895.
Full textFinkle, Sheryl L. "The relationship of English studies to the knowledge, attitudes, and skills of English teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257825.
Full textMelendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.
Full textPedrosa, Sebastiano Gomes. "The influence of English art education upon Brazilian art education from 1941." Thesis, Birmingham City University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332216.
Full textLopez, Jose Luis. "General Education Teachers' Perceptions of Supporting English Language Learners in Regular Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6057.
Full textBattistelli, Paula Webb. "English for the masses English instruction at nontraditional educational institutions /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/p_battistelli_042509.pdf.
Full textBrowder, Christopher Todd. "English learners with limited or interrupted formal education| Risk and resilience in educational outcomes." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637307.
Full textThis dissertation examined the educational outcomes of high school English learner (EL) students with limited or interrupted formal education (SLIFE) to evaluate theories that explain their educational resilience. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs' homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts. Limited formal schooling (LFS) was operationalized with three indicators for students on arrival in the U.S.: (1) gaps in years of schooling relative to grade, (2) low self-reported first language schooling, and (3) beginner-level English proficiency. Bivariate and multivariate regression analyses were used to estimate the relationships between the LFS indicators and the educational outcomes as well as the degree to which school-based protective factors and personal risk factors had influenced the relationships. Protective factors included perceived pedagogical caring, social integration with non-immigrant peers, ESOL classes, out-of-school help, and extra-curricular activities. Risk factors included high social distance, past traumatic experiences, a lack of authoritative parental support, separations from loved ones, and hours spent working in employment. This study also examined the role students' academic self-concept played in mediating and moderating the influence of protective and risk factors in the resiliency process. The findings showed that SLIFE had lower achievement on the standardized tests, but that it was largely due to having lower English proficiency at the time of the test. Lower English proficiency at the time of the test was mainly attributed to arriving with lower English proficiency and lower first language literacy. ESOL classes appeared to help students acquire English faster. After controlling for differences in English proficiency, students' perceptions of social distance appeared to predict their academic achievement on standardized tests better than their academic self-concept and the other protective or risk factors. This study contributes to our understanding of risk and resilience among SLIFE and may help inform interventions to support them better.
Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.
Full textBrandeis, Judy. "English Language Arts and Media Education-making links." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/MQ50500.pdf.
Full textFigone, Kelsey E. "The Hegemony of English in South African Education." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/43.
Full textBrandeis, Judy. "English language arts and media education : making links." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.
Full textIn order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
Smith, Anne Margaret. "Inclusion in English language teacher training and education." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441366.
Full textSamuel, Joan. "Intercultural competency in English art and design education." Thesis, UCL Institute of Education (IOE), 2009. http://eprints.ioe.ac.uk/20589/.
Full textGuzovska, O. O., and M. A. Ryzhenko. "Critical thinking for ecological education in english discourse." Thesis, Вид-во СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/13031.
Full textDunk, Joanna A. "Diabetes Education Tailored Towards English Speaking Caribbean Immigrants." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1258.
Full textMorris, Judith. "Science education and the english second language learner." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1062.
Full textYang, Zi. "Exploring inequalities in English language education in China : a comparative case study of English-major students from a sociological perspective." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283192.
Full textChen, Kuan-Yun. "University English teachers' ideologies in respect of English language policy in Taiwanese higher education." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/427681/.
Full textPrice, M. Ronald. "Case studies of the acquisition of standard American English by speakers of Black English vernacular /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250013997.
Full textMims, Pamela J. "Accessing grade-aligned English/Language Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/175.
Full textMorehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.
Full textSeventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role in serving all students in their classrooms. Using Bronfenbrenner’s Ecological systems model as an interpretive framework, this study examined interview and survey data in order to develop an understanding of how the systems’ environment affects teacher’ beliefs and perceptions. Key findings included dual-immersion teachers’ lack of agency in affecting language policy, the need for instructional materials, the positive impact of team learning facilitated by leaders, an economic or practical rationale for programs’ existence, and teachers’ beliefs in the abilities of English Learners to succeed in the dual-immersion classroom. Understanding how dual-immersion teachers position themselves towards their programs and students offers educational leaders insight into promoting an expansion of program options to underserved students in the state. Future research directed at teachers in Mandarin and French schools in the state could provide new information or reinforce existing themes uncovered during the research.