Date of Award

2016

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Salinitri, Geri

Keywords

elementary school, English as an Additional Language (EAL), English Language Learner (ELL), learning experience, program effectiveness, student perspective

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

With an increasing number of English Language Learners (ELLs) entering the Ontario school system, the Ontario Ministry of Education has responded through the development of multiple documents containing policies and procedures to accommodate these students. However, research relating to the perspectives of the elementary ELLs who are receiving these accommodations has been sparse. This qualitative-based transcendental phenomenological research study sheds light on the perspectives of nine junior-level (Grades 4-6) ELLs enrolled in both a mainstream classroom and an English as an Additional Language (EAL) program for at least one year at three respective public schools. With having captured the essence of learning EAL in Southwestern Ontario first hand, this research both informs and assists educators in understanding how academic and psychosocial experiences of ELLs could be contributing factors in the delay of academic proficiency in core subject areas and/or in acquiring the requisite level of English language competency.

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