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Research Based Teaching Strategies for Teaching Multilingual Learners : = A Qualitative Case Study of Mainstream, ESL and General Music Teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Research Based Teaching Strategies for Teaching Multilingual Learners :/
Reminder of title:	A Qualitative Case Study of Mainstream, ESL and General Music Teachers.
Author:	Patrick, Anne-Marie.
Description:	1 online resource (183 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
Contained By:	Dissertations Abstracts International85-05B.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798380718899

Research Based Teaching Strategies for Teaching Multilingual Learners : = A Qualitative Case Study of Mainstream, ESL and General Music Teachers.
Patrick, Anne-Marie.

Research Based Teaching Strategies for Teaching Multilingual Learners :A Qualitative Case Study of Mainstream, ESL and General Music Teachers. - 1 online resource (183 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: B.

Thesis (Ph.D.)--Auburn University, 2023.

Includes bibliographical references

The purpose of this qualitative multiple case study was to compare evidence-based teaching strategies in the mainstream classroom, the ESL classroom, and the elementary music classroom that assist Multilingual Learners (ML) in developing English language skills. Observational and interview data helped answer three research questions that guided this study. Those research questions are: a) what evidence-based teaching strategies are evident in the mainstream, ESL, and music classroom to assist the Multilingual Learner (ML) with English language skills? b) what differences in evidence-based teaching strategies are evident in the mainstream, ESL, and music classroom to assist the Multilingual Learner (ML) with English language skills? c) how does the mainstream, ESL, and music classroom teacher acquire the knowledge and skills to use effective teaching strategies to assist the Multilingual Learner (ML) with English language skills?Participants were selected through purposeful sampling to gain multiple perspectives in research-based teaching strategies in assisting MLs with English language skills. Data collection methods included direct observations, documents, artifacts, articles, field notes, and semistructured interviews. This study found that teachers are utilizing various strategies to teach all students in the classroom setting, especially ML students. The interview results concluded that each participant used personal experience during their teaching career to discover strategies that assist ML students with English language skills. The participant's lived experiences played a crucial role in the strategies used to teach ML students in each participant's classroom. The overarching conclusion is that each participant believes and understands that strategies that help and assist ML students with English language skills also help all students in the classroom become successful students and individuals.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380718899Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Research Based Teaching Strategies for Teaching Multilingual Learners : = A Qualitative Case Study of Mainstream, ESL and General Music Teachers.
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520 $a The purpose of this qualitative multiple case study was to compare evidence-based teaching strategies in the mainstream classroom, the ESL classroom, and the elementary music classroom that assist Multilingual Learners (ML) in developing English language skills. Observational and interview data helped answer three research questions that guided this study. Those research questions are: a) what evidence-based teaching strategies are evident in the mainstream, ESL, and music classroom to assist the Multilingual Learner (ML) with English language skills? b) what differences in evidence-based teaching strategies are evident in the mainstream, ESL, and music classroom to assist the Multilingual Learner (ML) with English language skills? c) how does the mainstream, ESL, and music classroom teacher acquire the knowledge and skills to use effective teaching strategies to assist the Multilingual Learner (ML) with English language skills?Participants were selected through purposeful sampling to gain multiple perspectives in research-based teaching strategies in assisting MLs with English language skills. Data collection methods included direct observations, documents, artifacts, articles, field notes, and semistructured interviews. This study found that teachers are utilizing various strategies to teach all students in the classroom setting, especially ML students. The interview results concluded that each participant used personal experience during their teaching career to discover strategies that assist ML students with English language skills. The participant's lived experiences played a crucial role in the strategies used to teach ML students in each participant's classroom. The overarching conclusion is that each participant believes and understands that strategies that help and assist ML students with English language skills also help all students in the classroom become successful students and individuals.
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