Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
English language -- Study and teaching -- Foreign speakers -- Case studies; Multicultural education -- Iowa -- Case studies; Minorities -- Education -- Iowa -- Case studies; Iowa; Case studies;
Abstract
Presented is a case study of an eight-year-old boy who is learning English as a second language in a midwestern elementary school. The number of students needing ESL and/or bilingual education is rapidly growing throughout the United States. Many non-urban schools and districts must now begin to meet these needs. Observations of the student in various school settings were done over a period of six weeks for a total of 24 hours. Interviews of key personnel provided additional information important to the study. Three themes of concern in regard to the student's educational situation became the focus of the case study. The three concerns are as follows. First, the school lacked trained bilingual/ESL personnel to instruct the student. Second, the school lacked appropriate curricula and materials support for the student's needs. Finally, the child's reported socio-behavioral patterns were a concern of school personnel. The research literature regarding second language acquisition and special education issues are examined and the case is presented and analyzed. A discussion follows the case analysis and recommendations are made using the most recent available research. Further areas for research are recommended.
Year of Submission
1999
Degree Name
Specialist in Education
Department
Department of Educational Psychology and Foundations
First Advisor
Andrea DeBruin-Parecki
Date Original
1999
Object Description
1 PDF file (85 leaves)
Copyright
©1999 Candace L. Kist-Tahmasian
Language
en
File Format
application/pdf
Recommended Citation
Kist-Tahmasian, Candace L., "Providing services for a culturally and linguistically diverse student in a small midwestern elementary school : a qualitative case study" (1999). Dissertations and Theses @ UNI. 1188.
https://scholarworks.uni.edu/etd/1188
Comments
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