Dissertations / Theses: 'Limited English proficiency'

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Retzak, Amanda. "Teacher allocation of turns to limited English proficiency students the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf.

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Lopes, Christopher John. "Bilingual school psychologists' practices with students with limited English proficiency /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188066.

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Ruffin, Tiece M. "Limited English proficiency, immigrants, refugees, and disability : a Somali perspective /." View abstract, 2004. http://wwwlib.umi.com/dissertations/fullcit/3191717.

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Garrett, Pamela Clinical School South Western Sydney Faculty of Medicine UNSW. "The hospital experience of elderly patients with limited English proficiency." Publisher:University of New South Wales. Clinical School - South Western Sydney, 2009. http://handle.unsw.edu.au/1959.4/43753.

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Purpose Over half a million Australians (561,413) speak limited English, with 29 per cent of those being aged over 65 years (ABS 2006). Little research has been conducted into the acute hospital experience of elderly patients with limited English proficiency. This thesis examines, in an acute hospital setting, the subjective experience of a consecutive convenience sample of 258 elderly acute or emergency patients from nine language groups, who prefer to speak a language other than English. Method Trained bilingual staff investigated communication methods used by hospital staff with participants in a multilingual telephone survey (MTS). Information for validation was obtained from a medical records audit (MRA). Hospital statistical information was linked with MTS and MRA data. The agreement between the MTS and the MRA was analysed using descriptive and inferential statistics. A score, the 'Communication Complexity Score' (CCS), was developed to reflect patient clinical complexity, and the association between this score and interpreter usage was assessed. Seven language-specific focus groups were conducted to identify factors associated with a positive, a negative, or a very negative experience. Constructivist grounded theory was used to analyse the discourse in the focus groups. Results Thirty-one per cent of patients reported using professional interpreters. Concordance was present between the MTS and MRA. A positive association was found between clinical complexity and interpreter usage. The CCS had good psychometric properties. Many patients reported positive experiences; however, a theme of powerlessness was identified. Language barriers, poor patient and family involvement, staff shortages or incompetence, and inattention to cultural mores were all factors associated with negative experiences. Some patients discounted their negative experiences and were reluctant to assert their healthcare rights. An explanatory construct for this phenomenon, the 'Happy Migrant Effect,' was developed. Contributing factors for this effect include: powerlessness; positive assessment of Australian healthcare compared with the patient's country of origin; patriotism; cultural norms proscribing acceptance; politeness; desire for social acceptability; self-denigration for not learning English; and fear of reprisals following complaint. Conclusion This research has important implications for healthcare policy and service delivery associated with the quality of care and safety of patients with limited English.

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Smith, Cara. "Protecting the Rights of Limited English Proficiency Patients During Hospital Discharge." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491897.

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Urban Bioethics
M.A.
Discharge instructions were originally created to alleviate the burden of transitioning from inpatient hospitalization to outpatient care. The US healthcare model's evolution throughout the 20th and 21st centuries has firmly distinguished inpatient providers from outpatient providers, with little continuity between them. As a patient leaves inpatient care there is an increasing need for clear discharge instructions to help navigate complex diseases and care regimens. However, comprehension of discharge instructions, both oral and written, is a major obstacle for many populations, with certain demographics especially affected. Populations with limited English proficiency (LEP), for example, are commonly provided discharge instructions in English, preventing them from fully engaging in their care and from understanding information that is paramount to a smooth transition to outpatient settings. Many factors contribute to the failure to provide this and other care in LEP patients' primary languages. Factors include but are not limited to: misinformation regarding price of interpreter services and time necessary to use these services, biases against LEP populations, and ignorance regarding the effect this has on the LEP population. This paper discusses the background of discharge instructions, reasons for development, the price LEP patients pay when we fail to provide care in their primary language, and possible reasons why we fail to provide that care.
Temple University--Theses

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Choe, Angela Y. "Understanding Discharge Communication for Hospitalized Patients and Caregivers with Limited English Proficiency." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553617601030777.

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Sanchez, Paula Nery. "The Lived Experiences of Limited English Proficiency, Spanish-Speaking Male Ex-Offenders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1550.

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The purpose of this phenomenological study was to explore the lived experiences of Spanish-speaking men in the United States with limited English proficiency following their release from prison. The study specifically examined the experiences of these men in their efforts to access health care treatment, housing, education, and employment in Central Pennsylvania. An empirical, phenomenological research design was employed that used self-stigma, critical race, and self-determination theories for in-depth interviews with 8 men who spent 5 to 24 years in prison. A tiered coding method was used to generate 6 interconnected themes that tell the story of these men's lives: (1) a genuine desire to change (2) a lack of effective communication, (3) a sense of dependency on others, (4) a persistent lack of social support, (5) a perception of resentencing by society, and (6) a perception of entrapment with little possibility to get out. This study promotes positive social change by demonstrating a need for more effective transitional programs for this demographic and additional need for counselor training programs to actively recruit and train more Spanish-speaking counselors for work with this population. The results can be used by counselors and mental health providers to develop programs that would support families such as job training and second language instruction within correctional facilities. Implementing these recommendations is expected to reduce crime and facilitate the healthy integration of this population into the mainstream society post incarceration.

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Jones, Charlotte Kennedy. "The relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1204.

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Barclay, Christopher M. "Assessing the Protective Effects of School Belonging Against the Risk of Limited English Proficiency." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/honors_theses/8.

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A study was conducted among a sample of Korean American students to investigate the potential moderation of the risks related to English proficiency by the protection of school belonging. Perceived scholastic competence, self-reported school grades, and academic expectancies were used for dependent variables. It was hypothesized that students with higher sense of belonging would be less affected by English proficiency than their peers with lower sense of belonging. The risk of English proficiency was confirmed. However, school belonging did not have as much of an effect as expected and students with higher English proficiency seemed to gain more benefit from increased school belonging. This finding reminds educators of the pressing importance of English proficiency, and future research is suggested to investigate the unique effects of belonging among students of Korean, and perhaps other Asian, backgrounds.

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Akbayin, Bercem. "The Treatment Effect of the City Connects Intervention on Exiting Limited English Proficiency Status." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107654.

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Thesis advisor: Henry I. Braun
The City Connects intervention is motivated by the belief that out-of-school factors act as barriers to student thriving in cognitive and non-cognitive domains. It seeks to address these barriers first by identifying each student’s strengths and needs and then by providing a tailored set of prevention, intervention, and enrichment programs. Underlying the program is the assumption that provision of high-quality resources and individualized services will enable children to be cognitively, socio-emotionally, and physically prepared to thrive in school. This study’s purpose was to estimate the effects of the City Connects intervention on English learners’ (EL) likelihood of exiting Limited English Proficiency (LEP) status. ELs comprise a student subpopulation most at-risk to fail academically, and exposure to the program was hypothesized to improve their likelihood of exiting LEP status earlier than otherwise. A series of one- and two-level discrete-time event history analyses were conducted on the main analytic sample as well as two sub-samples. As participation in City Connects is at the school-level, school-level matching was used for sub-samples 1 and 2, and propensity score weights were applied at the student-level for all three samples. Additionally, hazard probabilities, survival probabilities, cumulative hazard rates, and median lifetimes were estimated. Lastly, a sensitivity analysis was conducted to examine whether effects were robust to unobserved selection bias. The results indicated that ELs participating in the City Connects intervention were significantly more likely to exit LEP status earlier than their peers in comparison schools. The median time in LEP status in City Connects schools was shorter and translated into a gain of at least one half of a year in grade in mainstream classes. Also, all the fitted models indicated that approximately 10 percent more City Connects students exited LEP status by the end of fifth grade than comparison students. Findings highlight the impact of the City Connects intervention, as ELs entering mainstream classes earlier could translate into important academic and non-academic gains, such as improved academic achievement and increased self-confidence
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

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Duran, Grace Zamora. "Language of instruction, reading achievement, and language proficiency for learning-disabled and non-learning-disabled Hispanic limited English proficient students." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185555.

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Minority children have consistently received less than an equitable education compared to children of non-minority backgrounds. Inequitable treatment has been evidenced by the disproportionate number of minority children in special education programs. The overrepresentation of minorities has been documented primarily in mentally retarded and learning disabilities (LD) programs. Hispanics (Spanish speakers), in particular, have been among these minorities. The projected increase of Hispanics in the population over the next ten years compounds the problem of overrepresentation. Contributing factors to the overrepresentation of Hispanic students have been attributed to linguistic, cultural, economic or other background characteristics that were misinterpreted as deviant or, more specifically, represented as LD. Studies have superficially investigated the characteristics of Hispanic LD students; especially the educational experiences of LD limited-English proficient (LEP) subjects. The purposes of this study were twofold: (a) to conduct a comparative study of LD LEP and nonLD LEP subjects with regard to the consistency for language of instruction in reading, reading achievement, English and Spanish proficiencies upon school entry, and current language proficiencies and (b) to conduct case studies on selected subjects from the two groups to investigate their language use and quality of language during observed reading lessons. This study used group and multiple case study designs to answer the questions posited in the study. Thirty LEP LD and 30 LEP nonLD 9 through 12 year old subjects were selected. Of the 60 subjects, two LD and two nonLD subjects were selected for case studies based on the consistency for language of instruction in reading. Data were gathered from three data sources: (a) students' cumulative and special education files, (b) classroom observations of subjects' language use during two teacher-planned reading lessons, and (c) interviews with teachers. The file search included all 60 subjects, and the classroom observations and interviews were conducted for the case studies. The results of the large group study indicated that differences in reading achievement existed between LD and nonLD LEP groups. Relationships among consistency for language of instruction, current language proficiencies, and reading achievement were minimal. The findings for the case studies, however, indicated that language performance was qualitatively different for subjects who had received inconsistent language of instruction and subjects who had received consistent language of instruction. Pedagogical and research implications are provided.

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Menge, BriAnna. "The Self-Efficacy of Special Education Teachers regarding Service to Students with Limited English Proficiency." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931771.

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The increase in the number of students who are English Language Learners (ELLs), including ELL students with disabilities, is presenting new challenges for special education teachers. Limited research has been done related to the challenges in educating this population, and what little has been done has centered around the challenges in assessment of ELL students with disabilities. The purpose of this study was to look at the self-efficacy of Special Education teachers in the state of North Dakota regarding teaching ELL students with disabilities. Findings indicated that, overall, teachers are confident in their abilities to teach this population of students. The area in which teachers felt the least confident in their abilities was in the area of assessment. Implications for the field and suggestions for future research on this topic are discussed.

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Hultgren, Korkis Jenny. "Teaching English to Students with a Limited Proficiency in Swedish : English teachers’ perspectives on teaching English to newly arrived students in Sweden." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-81117.

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This study aims to investigate four English teachers’ perspectives on teaching English to students with a limited proficiency in Swedish. The study was conducted through interviews with four English teachers in secondary and upper secondary school. The study reveals that the teachers rely much on the Swedish language in their teaching, in textbooks, translation and explanations, for instance. However, the teachers in the study show awareness of the fact that some of their students do not always follow the Swedish instructions and explanations. Therefore, the four teachers solve this issue in different ways, such as translanguaging, letting the students help each other, picture support, etc. Moreover, the study reveals an ongoing tension between English and Swedish for newly arrived students. These students need to focus on the Swedish language. Therefore, the English lessons sometimes function to support the Swedish acquisition as much as learning English. The study also shows that the teachers find it important to have a functioning first language to learn other languages, and that languages can support each other in language acquisition.

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Foiles, Sifuentes Andriana M. "English Language Proficiency and Complete Tooth Loss in Older Adults in the United States." eScholarship@UMMS, 2020. https://escholarship.umassmed.edu/gsbs_diss/1071.

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Objectives To provide contemporary, national population-based estimates of complete tooth loss of older adults by English language proficiency. Methods We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ≥50 years of age (n=10,452, weighted=111,895,290). Results The prevalence of complete tooth loss was higher among those with limited English proficiency (Spanish speaking: 13.7%; Other languages: 16.9%) than those proficient in English (Spanish speaking: 5.0%; Other languages: 6.0%). After adjusting for education, complete tooth loss was less common among participants for whom Spanish was their primary, with limited English proficiency relative to English only (adjusted odds ratio: 0.56; 95% confidence interval: 0.42-0.76). Among those without complete tooth loss, dental visit in the past year were less common among participants with primary languages other than English as compared to those who only speak English. Discussion Research is needed to examine the relationship of aging, oral health, and access to care.

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Docken, Staci. "The effects of the No Child Left Behind Act on the practice of testing students with limited English proficiency." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005dockens.pdf.

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Slater, Brenche. "An analysis of lesson plan design for teaching ESL learners with limited English language proficiency / B. Slater." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10359.

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According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems.
MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012

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Holland, Amy Wharton. "INTERPRETER SERVICES FOR PATIENTS WITH LIMITED ENGLISH PROFICIENCY IN PRIMARY CARE: A PREREQUISITE FOR PROVIDING ETHICAL HEALTHCARE." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/497682.

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Urban Bioethics
M.A.
This paper highlights the importance of the provision of interpreter services for patients of limited English proficiency (LEP) in primary care settings in the United States. In the United States today, over 8% of the population is of LEP, and yet no formal funding structure exists to ensure that these patients have access to interpreter services when they see their primary care provider. Research shows that without appropriate interpreter services, LEP patients not only endorse poorer subjective experiences of healthcare, but that these patients also experience objectively worse healthcare, such as less frequent visits to primary care providers, poorer management of chronic illness such as diabetes and hypertension, and higher rates of expensive testing in emergency departments, to list a few examples. This paper was inspired by firsthand experiences of a medical student learner at an urban health center witnessing frequent improper utilization of interpreter services by physicians in primary care settings. The paper traces the federal legal history addressing communication services in healthcare in the United States, reviews papers that juxtapose patient and provider opinions of interpreter services, and concludes with a discussion of potential steps forward for improving interpreter services offered to the large percentage of the US population that is currently receiving subpar care due to unsurmounted barriers to communication.
Temple University--Theses

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Duong, Melissa T. "A Systematic Review of Health Literacy Interventions and Policies and the Effect on the Health Outcomes of Limited English Proficient (LEP) Patients." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/300.

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Limited English Proficient (LEP) patients are subject to low patient health outcomes due to limited health literacy. Cultural and linguistic barriers prohibit the obtainment and comprehension of health information and services. This systematic review will present the complications of healthcare experienced by LEP patients and will provide an analysis of interventions and policies that will be a gateway to better health outcomes for the LEP patient population.

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Gaither, Patricia Grace. "What Types of After-School Programs Benefit LEP Students?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3332.

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With the increase in federal funding for the 21st Century Community Learning Centers (21st CCLC) after-school program, more intricate evaluations are needed to assess the needs and successes of the programs. And with many programs targeting students of minority and limited-English proficiency (LEP) status, additional analyses should focus on these targeted populations. This study examines a regional 21st CCLC program with math and English standardized test scores (CRT scores) for students prior to participation and after two years of participation. These test scores were used to create a score change variable, which provides a unique approach to assessing after-school programs. Analyses indicate that LEP participants are the furthest behind and have the most to gain by participating in the program. Also, the type of activity participated in matters. Overall, participants benefit from both academic and enrichment activities, but LEP participants benefit most from academic activities and from higher participation. Site coordinators need to be aware of the different types of participants and structure programs accordingly.

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Casas, Rachel Nichole. "Interpreter-mediated neuropsychological testing of monolingual Spanish speakers: does it have an effect on test scores?" Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2679.

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Nearly 13.8 million Hispanics in the United States speak English "less than very well." This has important implications for the field of clinical neuropsychology. Patients who do not speak English fluently are being increasingly referred for neuropsychological services, and many of these individuals are assessed with the aid of language interpreters. However, whether or how the use of an interpreter has an effect on neuropsychological test scores is not known. For lack of a better alternative, it generally is assumed that the test data obtained through an interpreter are a valid indication of the patient's cognitive functioning, but with almost no empirical support, this assumption appears tenuous at best. The effect of an interpreter, in fact, could be substantial, making this issue all the more deserving of rigorous investigation. The primary objective of the current study was to determine whether using an interpreter to conduct neuropsychological testing of monolingual Spanish speakers had an effect on the neuropsychological test scores. Participants included 40 neurologically normal Spanish-speakers with limited English proficiency, ages 18-65 years, (M= 39.65, SD =13.91) who completed a 2-hour battery of verbal and nonverbal neuropsychological tests both with and without an interpreter. The condition of test administration was counterbalanced across participants and test score differences between the two conditions were compared. Results indicated that use of an interpreter significantly affected mean scores for some neuropsychological tests from the verbal modality. Also, variability in test scores generally was higher when an interpreter was used, significantly so for one verbal test. Results of this study contribute to the extant literature concerning the use of interpreters to facilitate neuropsychological testing of individuals with limited English proficiency. Specifically, they indicate that neuropsychologists should avoid interpreter use and refer patients to bilingual clinicians whenever possible. For situations in which this may not be a viable option, neuropsychologists should limit their test batteries to measures that require minimal reliance on the interpreter. Tests that rely almost entirely on interpreter skills for administration and scoring - such as the Vocabulary and Similarities subtests of the Wechsler Adult Intelligence Scale (WAIS) - should probably not be used. Larger confidence intervals should be used when interpreting observed scores from interpreter-mediated neuropsychological tests.

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Katz, Laura. "EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/170310.

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School Psychology
Ph.D.
Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of language proficiency needed to be successful in mainstream classrooms (O'Malley & Pierce, 1994). Because of these findings, it seems that multiple criteria are important to examine when screening students for English Language Learner (ELL) placement. It is hypothesized that a more detailed classification system will better predict students' academic language abilities as part of a universal screening effort, and truly identify those at most need for specialized language support. The present study uses a correlational design to examine the relationship between a parent interview form, the Bilingual Parent Interview (BPI) and students' language proficiency scores in both their native and second languages, as well as their academic achievement. It was hypothesized that the multiple criteria assessed with the BPI would be more associated with language proficiency abilities and academic achievement than the HLS. English-Language Learners (ELLs; n= 42) in grades two through five were targeted for participation. Families were recruited from a public elementary school in a city in Southern California. Record reviews were conducted to collect parents' responses on the HLS and the BPI, as well as students' language proficiency scores on the California English Language Development Test (CELDT), the Language Assessment Scales Links Español, and the Preschool Language Assessment Scales 2000 Español 2000 (Pre-LAS 2000). In addition, students' academic achievement based upon the California STAR program was also collected. It was anticipated that items on the BPI would better correlate students' language abilities and academic achievement than those from the HLS. However, it was determined that the HLS better correlated with measures of English Language Proficiency and Spanish Language Proficiency, therefore providing initial support for the validity of this measure. Examination of the socio-cultural factors related to the language abilities and academic outcomes of at-risk ELL students expands upon efforts to identify students in need of remedial support as part of an early prevention model. In addition, the assessment of language proficiency and achievement data in both English and Spanish extends the effort to discriminate between endogenous learning disabilities and language delays resulting from second language acquisition amongst ELL children who struggle academically.
Temple University--Theses

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Ward, Carrie. "Garnering transit ridership a case study of transit use by refugee and limited English proficiency groups in Manchester, New Hampshire /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/284/.

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Huang, Chun-Wei. "The impact of a focused word recognition programme on the vocabulary and motivation of undergraduates with limited English proficiency in Taiwan." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680081.

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The purpose of this study is to investigate the impact of a Focused Words Recognition Method (FWRM) programme on the vocabulary size and motivation of low achieving undergraduates in Taiwan. A quasi-experimental design was taken in a 17-week programme to examine difference between the Focused Word Recognition Method and Conventional Word Recognition groups with 130 college students. The analysis was employing linear regression to analyze collected data from pre-test and post-test of vocabulary-size and Motivated Strategies for Learning Questionnaire (MSLQ) plus a qualitative post course survey and in-depth interviews to provide supportive evidence. The results were as follows: 1) from the quantitative analysis, the programme could exert a significant effect on undergraduate participants' vocabulary size; its effect size of (d=1.43) was considered as "large". 2) The programme did not produce significant difference between the control and intervention groups regarding their motivation; its effe9t size of (d=0.21) was viewed "small". 3) The outcome variables, vocabulary size and motivation, had a positive but not sturdy correlation (r=.169, p=.076). 4) The programme generated a significant effect for participants having no prior Phonological Awareness regarding vocabulary size, but it did not work differently on motivation. 5) The programme produced similar effects on two gender groups in relation to vocabulary size and motivation when controlling for all the other relevant variables. This study may involve the limitations such as the nature of nonrandom allocation, a shorter duration and a smaller sample size, but it is still hoped to provide a clearer view for researchers who concern relevant issues to better understand and foster low achieving adult students' English learning

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Lozoya, Evelyn, and Evelyn Lozoya. "A Quality Improvement Project to Increase Utilization of Interpretive Services for Limited English Proficiency Patients Seeking Care at an Emergency Room." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622946.

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In the United States, approximately 59 million people speak another language other than English at home, 37 million of non-English speaking (NES) patients identified Spanish as their primary language (Flores, Abreu, Barone, Bachur & Lin, 2012; Ryan, 2013). An estimated 25.2 million have Limited English Proficiency (LEP) (Flores, Abreu, Barone, Bachur & Lin, 2012; Ryan, 2013). LEP patients are a vulnerable population with greater risk for poor health outcomes due to inappropriate provider-to-patient communication barriers (Diamond, Schenker, Curry, Bradley & Fernandez, 2009). The DNP student and a Quality Improvement (QI) team collaborated to implement a QI project using the QI Plan Do Study Act (PDSA) cycles model. The aim of this QI project was to increase implementation rates of interpretive resources including in-person professional interpreters or use of technological interpreter ad-hoc tools for LEP patients by 10% from baseline measure within four weeks of implementation at the UNMH- ED. The QI team applied the Vocera technical intervention ad-hoc tool to facilitate access for communication between Interpreter Language Services (ILS) and staff who are caring for LEP patient(s).The ILS dashboard results showed use of ILS in the pre-intervention month totaled 82% of ILS ED need met. In contrast, post-intervention use of ILS demonstrated an increase of 89% of ILS ED met. Thus, representing a 7% difference in ILS percent need met demonstrating to be statistically significant with a Chi-Square of 7.898 and p-value of .005. Correspondingly, a 6- month ILS need met was determined when considering the 6-month pre-intervention baseline of 76.8%. Consequently, demonstrating that the projected 10% increase of ILS ED need percent was met, the findings revealed an increase compared to baseline percent. These findings represent a 12% improvement from the pre-intervention baseline ILS ED need met. However, the analysis and results only demonstrate statistical significance but lack to indicate to be clinical significance. This QI project confirmed the intervention was effective in increasing and facilitating ILS access. Time restriction and limited time period for data collection were identified as the main limitations. The project discusses the DNP role in executing opportunity to employ systematic change models driven by QI evidence-based research for improvement in an emergency department setting.

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Sanderson, Kyrsten A. "Engaging health care providers in design researchProposing future interaction designs for communicating with limited English proficient patients at the Emergency Department bedside." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367943552.

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Tam, Kai Yung Brian. "Effects of vocabulary instruction, error correction, and fluency- building on oral reading rate and reading comprehension by students with limited english proficiency /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433696.

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Stoneking, L. R., A. L. Waterbrook, Orozco J. Garst, D. Johnston, A. Bellafiore, C. Davies, T. Nuño, et al. "Does Spanish instruction for emergency medicine resident physicians improve patient satisfaction in the emergency department and adherence to medical recommendations?" DOVE MEDICAL PRESS LTD, 2016. http://hdl.handle.net/10150/621301.

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After emergency department (ED) discharge, Spanish-speaking patients with limited English proficiency are less likely than English-proficient patients to be adherent to medical recommendations and are more likely to be dissatisfied with their visit.

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Herbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.

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Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.

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Vorster, Johanna Alida. "The influence of terminology and support materials in the main language on the conceptualisation of geometry learners with limited English proficiency / J.A. Vorster." Thesis, North-West University, 2005. http://hdl.handle.net/10394/601.

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Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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Arroyo, Roberto G. "System Challenges for Bilingual Clinical Social Work in Forensic Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7113.

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Little information exists about challenges that bilingual clinical social workers face when engaging individuals with Limited English Proficiency (LEP) in forensic settings, which may influence the efficacy of services provided. Bilingual clinical social workers in the U.S. state of South Carolina lack operational guidelines to assist people with LEP who are involved in forensic matters. The purpose of this study was to explore challenges that affect delivery of bilingual clinical social work to people with LEP in forensic settings. Ecological systems theory served as the conceptual framework for this study. Purposive and snowball sampling methods led to the participation of 6 licensed bilingual clinical social workers who met the criterion of experience in the provision of services to people with LEP in forensic settings, either in Spanish or American Sign Language (ASL). Data were collected using semistructured interviews through phone calls and videoconferencing platforms. Interviews were transcribed and reviewed by participants to ensure accuracy. Collected data were organized, processed, and analyzed through thematic analysis to identify emerging themes. Key themes included: financial constraints; low-priority for LEP clients; lack of community support; issues with service access; cross-agency collaborations; and laws, policies, and initiatives. The findings of this study may lead to positive social change by substantiating the importance of additional support for bilingual social workers in the form of education, supervision, and continued training. With support and collaboration, bilingual social workers may be able to enact social change to overcome challenges in the provision of services for LEP individuals.

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Laib, Nicole A. "Promoting academic success for limited English proficient students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Laib_N%20MITthesis%202007.pdf.

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Vo, Tuongvi N. "Paired Reading Intervention for Limited English Proficient Students." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311774375.

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Li, Songze. "K-12 STEM Educators and the Inclusive Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.

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The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunities in an increasingly STEM-infused society. Professional development associated with teaching students with disabilities and LEP is critical to inform in-service STEM teachers with these students' learning needs and promote student success. Effective preparation and support help maintain teacher satisfaction and retention within the teaching profession. However, the levels and perceptions of STEM teacher participation in such professional development, and whether the service load and professional development regarding the concerned groups of students associated with teacher satisfaction and retention remain unclear. This dissertation addresses these issues through two research studies using secondary analysis of the 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) national dataset. The first study focused on K-12 STEM educator participation and perceived utility regarding their professional development experience concerning students with disabilities and LEP. Quantitative analysis revealed an overall lower level of participation and perceived utility of such professional development for STEM educators compared to all other educators. The second study examined teacher satisfaction and intent to remain in teaching, as well as their relationships to teacher service load and professional development specific to students with disabilities and LEP. Results indicated that K-12 STEM educators were less likely to feel satisfied or intent on remaining in teaching, compared to the remainder of the teaching population. Logistic regressions showed that service load of students with LEP predicted teacher satisfaction and participation in professional development concerning students with disabilities associated with teacher intent to remain in STEM education, especially for science educators. These findings collectively suggested the necessity and demands of sufficient and useful professional development offerings regarding the two concerned groups of students in inclusive STEM education settings.
Ph. D.

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Langley, M. L. "Secondary English Teachers' Perceptions of Differentiated Instruction for Limited English Proficient Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/496.

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In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualitative case study was to investigate how 7 regular education English teachers from 2 different schools described the ways they differentiated instruction for LEP students in their regular education classrooms. Data were collected by using open-ended questions, member checking, and reviewing documentary data they related to professional development on differentiation and then analyzed by transcribing and coding for emerging themes. Findings revealed that the participants wanted to have meaningful professional development where differentiated instruction is modeled for them in their content area with the time to implement and collaborate on the effectiveness of the lessons. Results of the project study will be shared at the local schools to encourage teachers to see the benefits of differentiated instruction with LEP students. This study has the potential for social change for English teachers, by revealing how to integrate differentiation, help students increase scores on required standardized tests, and thereby maximize their students' learning potential.

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Sievert, Jessica. "Evaluation of structured English immersion and bilingual education on the reading skills of limited English proficient students in California and Texas /." View online, 2007. http://ecommons.txstate.edu/arp/262/.

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Visedo, Elizabeth. "From Limited-English-Proficient to Educator| Perspectives on Three Spanish-English Biliteracy Journeys." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588408.

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The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become educators in the U.S.?; From the perspectives of these three L1-Spanish/L2-English CLD high-achiever educators, what impact, if any, did digital technologies have on their biliteracy experience? With a critical-pedagogy approach to multicase-study (Stake, 2006) inquiry, I used online methods to collect data on three high-achieving (GPA > 3.01) L1-Spanish graduates initially identified as limited-English-proficient by the American school system. For data collection, I used a participant-selection questionnaire, individual and group semi-structured interviews via Skype, e-journals for biliteracy autobiographies, artifact e-portfolios, my reflective e-journal, and one face-to-face unstructured interview with one participant only. Concurrently, I engaged in on-going data analysis to build meaning inductively and guide further data collection, analysis, and interpretation, until saturation, in an application of the dialectical method into research (Ollman, 2008). I included the email communications with the participants and their member checks. Two external auditors reviewed all data-collection and analytic procedures. I analyzed each case individually followed by the cross-case analysis. The findings indicated the importance of family and L1-community support, host-culture insiders as mentors, access to information, empowerment by means of conscientization, and the participants' advocacy of others by becoming educators. In this way, the study identified how the participants escaped the statistics of doom, which helps understand how to better serve growing L2-English student populations. The study closed with a discussion from the viewpoint of reviewed literature and critical pedagogy, my interpretation of the findings, and suggestions for future praxis in education and research.

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Doyle, Sara L. "Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:85.

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Hodge, Minh-Anh Thi. "Aiming high : patterns of involvement among limited English proficient parents /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7660.

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McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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Infantino, Jean Anne. "Facilitating the transition on limited English proficient students from their native language to English." [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-04182005-163323.

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Infantino, Jean Anne. "Facilitating the Transition of Limited English Proficient Students From Their Native Language to English." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26965.

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The purpose of this research was to learn how teachers, school division policies, and community influences facilitated the transition of middle school Limited English Proficient (LEP) students from their native language to English. The research questions are: (1) How did the content area teachers influence the LEP student with learning English? (2) How did the ESL teacher influence the LEP student with learning English? (3) How did the school division policies influence the LEP student with learning English? (4) Which community influences assisted the LEP student with learning English? ESL students from one school district were randomly selected from a list of students currently enrolled the middle school level three ESL program. Selection criteria included: (1) middle school student, (2) level three English proficiency, (3) Spanish speaking as the primary language of the student, and (4) enrollment for five consecutive years within the school system. Individual interviews were conducted with students, regular education teachers and ESL teachers selected to participate in the study. Data were analyzed using the Constant Comparative Method (Maykut & Morehouse, 1994). Findings revealed the content area teacher assisted the student by using a variety of instructional strategies including small group assistance, games and hands on activities, use of visuals and articulation. The ESL tutor assisted the student by using games, hands on activities, and visuals. The tutors also focused on grade level curriculum, provided testing assistance and positive reinforcement. The school division policies influenced the student by structuring policies to assist with proper placement and success of the LEP student. These policies include scheduling, grading, screening, and communication with parents. The community influenced the LEP student by the language spoken in the home, family and extended family assistance, and parent involvement with the school. As a result of the research, recommendations for changes to the current ESL program were suggested. These recommendations include increased parent and community involvement, content area teacher training including teaching strategies, revision and distribution of the ESL policy guide, and formation of a steering committee including parents, teachers, administrators, community members and ESL coordinator.
Ed. D.

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Stapel, Darla Kay Cadman. "Teaching science to English only and limited English proficient students in the elementary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/968.

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MIURA, YOKO. "HIGH-STAKES TEST PERFORMANCE OF LIMITED ENGLISH PROFICIENT STUDENTS IN OHIO." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163696263.

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Bragg, John M. (John Morris) 1949. "The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330810/.

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This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle. The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of the students declined district-offered remediation. Students tended to perceive the test as a personal challenge. Those students who attended remedial tutoring sessions performed better on the following retest than those who declined remediation. Hispanic and Asian students expressed additional study as being the key to passing the test. Black students felt that the key to passing was to spend sufficient time while taking the test. Those students who were more verbal during their interviews tended to be more successul in passing the language arts section of the TEAMS. The following recommendations were made from the study: (a) students who fail the TEAMS by minimal margins should be encouraged to take remediation; (b) an intensive remedial English course for LEP students should be offered; (c) "high interest" TEAMS mini-lessons should be presented daily for several weeks as a lead-up to the TEAMS; (d) a TEAMS ex it-level orientation program which stresses the importance of the test for the student's future should be implemented; and (e) additional research should be conducted on older students' verbal responses to see if a rich language approach in English classes including listening, reading, writing, and speaking will develop higher level language skills.

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Hwang, Charles T. L. "CHARACTERISTICS OF RECLASSIFIED FORMER LIMITED ENGLISH PROFICIENT STUDENTS FROM FIVE ETHNIC GROUPS." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3188.

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Purpose: The purpose of this study was to investigate selected family background factors, variables related to schooling, and student motivation factors of 90 reclassified former limited English proficient students from five ethnic groups: Cambodian, Chinese, Hmong, Filipino, and Hispanic. Procedures: The following data were collected: background information on the students, interviews with students, and interviews with parents and teachers, and achievement scores. Statistical treatment of the data included Chi-square tests and analyses of Variance. Findings: Among the findings of the study were the following: (a) most of the reclassified LEP students had been in the U.S. schools for 7 years or more, (b) while the majority of the students had been enrolled in bilingual programs, few had received extensive instruction in L 1, (c) most students expressed a desire to attend college, but many were uncertain that they would be able to reach their goal, and (d) the mean GPA's of the Hmong, Cambodian, and Chinese students surpassed the averages of the Hispanic and Filipino students. Recommendations: Further studies comparing reclassified and non-reclassified students, more extended comparisons across ethnic groups, and better controlled studies of the treatments received by reclassified and non-reclassified students were recommended.

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Lafrenz, Lu Ann. "Performance analysis : hospitality industry employers' perceptions of their limited English proficient employees /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485807402.

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Roth, Judith Myra. "Features of instruction which assist limited English proficient students in the elementary classroom." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2794.

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Limited English proficient (LEP) students have been falling behind academically and are dropping out of school in record numbers. This "educational" problem in turn has created serious societal problems including unemployment and increased illegal activities. Are there methods that can help LEP students achieve school success and halt this cycle of failure? To discover what works, the following study was designed to provide a model for the successful engagement of students who do not speak the language of their teacher. In this report, instructional activities are described as experienced by four new immigrants in an elementary school classroom. The subjects of these observations were chosen from two language groups and paired by educational and language backgrounds and opposite gender. One pair of children were Spanish speaking and were in the third grade; the other pair spoke Vietnamese and were in fifth grade. The research was designed as a multiple case ethnography and involved classroom observations over a term of three months. Video and audio tapes were transcribed and added to classroom observations and interviews to determine patterns of interactive language learning. It was discovered that different classroom activities promoted distinct kinds of language practice. Whole group choral response routines encouraged the practice of linguistic systems of English, primarily syntax and phonology, whereas small group practices emphasized the skills of listening, speaking, reading and writing, and vocabulary acquisition. The use of varied materials which appealed to different senses and modalities of learning enhanced comprehension of content themes. Finally, the make-up of student groups influenced language use. Heterogeneous groups formed with children from different language backgrounds encouraged the use of English across content areas. Additional opportunities for lexical development as well as practice of letter names and sounds were provided in homogeneous groups. In both types of groups single word responses predominated and key vocabulary was emphasized. The findings of this study suggest a model for activities to encourage participation of LEP students. This participation can lead to practice of language skills as well as comprehension of grade-level academics. This report is offered to help guide teachers planning instruction for elementary school children who do not speak English.

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Perez, Theresa, and David K. Pugalee. "The Learning of Mathematics for Limited English Proficient Learners:Preparation of Doctoral Level Candidates." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 481 - 485, 2012. https://slub.qucosa.de/id/qucosa%3A1800.

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Across the United States, there is a growing number of students for whom English is not their first language. These students experience many challenges adjusting to new educational environments. These students are often denied access to the full curriculum in mathematics (Reyes & Fletcher, 2003) and the resulting opportunities for higher level educational experiences in mathematics and the resulting higher economic employment options. Educators need support in understanding and responding to the linguistic and cultural challenges that these students face in learning mathematics. A course entitled Language, Culture, Mathematics and the LEP Learner is part of the doctoral courses available to Curriculum and Instruction students at UNC Charlotte. The course focuses on theoretical and applied models of teaching and learning mathematics for English as Second Language Learners. Research and current practice are reviewed with an emphasis on the design, implementation, and assessment of instruction for this population of learners. A qualitative analysis of students’ final research projects using narrative analysis methodologies showed that students (1) position issues within a larger sociocultural framework (2) advocate for the negotiation of pedagogical principles that blend language learning strategies with effective mathematics pedagogy and (3) identify assessment policies and processes that are supportive and limiting for these learners.

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Lai, Pao-Yi. "Vocational education for the limited English proficient: A handbook for community college administrators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1252.

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Dissertations / Theses on the topic 'Limited English proficiency'

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