Ways to Improve Chinese Preschoolers’ English Language Acquisition--Specifically in Teaching and Practice in the Classroom

A RESERCH PROJECT SUBMITTED TO THE FACULTY OF UNIVERSITY OF HOUSTON PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

DEGREE OF MASTER OF SCIENCE IN EARLY CHILDHOOD

FEBRUARY 2015

By

Suyi Liu

Capstone Project Faculty Advisor

Dr. Jahnette Wilson

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Copyright © 2015 by Suyi Liu

All Rights Reserved

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ABSTRACT

The world is becoming more globalized, and the English language as a most

popular language, children around the world have been accustomed to learning the

English language. America is a country of immigrants, thus many children are from

other countries or are from families that speak languages other than English.

Therefore, education for English language learners (ELL) becomes an important topic

in the early childhood education today. Educators are eager to provide ELL children

help to improve their English language acquisition skills, specifically in the

classroom. Tabors (1998) and Celic (2009) indicate that it is significant for ELL

children to get help in their early age.

The objective of this research is to explore ways to improve Chinese early

childhood English language learners’ English language acquisition, specifically in

teaching and practice in the classroom. The research question is: How do teachers

improve Chinese early childhood English language learners’ English language

acquisition, specifically in the following areas: a. utilizing assessment? b. promoting

critical teaching philosophies? c. developing a high quality classroom environment? d.

utilizing specific teaching practices? The literature review suggests that ELL

children’s English language acquisition would be more effective by using assessment

(Yesil-Dali, 2011; & Bunch, 2011), promoting critical teaching philosophies

(Linklater, O’Connor, & Palardy, 2009; Vernon, 2014; Soderman, Clevenger, & Kent,

2013), providing a high-quality classroom environment (Tabors, 1998; Celic, 2009;

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Mc.Cary, Sennette, & Brown, 2010; Peng & Woodrow, 2010; Lacina, 2012), and

developing specific classroom instructional practices (Armon & Morris, 2008; Tabors,

1998; McCrary, Sennettem, & Brown, 2011; Lam, Chen, Geva, Luo & Li, 2011;

Soderman, Clevenger, & Kent, 2013; Silver, 2007; Dockrell, Stuart, & King, 2010).

Observations and interviews will be conducted at a Houston private Chinese school’s

preschool classrooms in the research to examine the hypothesis and explore the

effective methods to improve Chinese early childhood English language learners’

English language acquisition in the classroom.

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TABLE OF CONTENTS

Acknowledge Page…………………………………………………………………….i

Abstract……………………………………………………………………………….iii

Chapter 1: Introduction………………………………………………………………..1

Background of the Study……………………………………………………………1

Problem Statement and Research Question…………………………………………1

Rationale of the Study………………………………………………………………2

Chapter 2: Literature Review……………………………………………………….....5

Utilizing Assessment to Improve ELL Children’s English Language Acquisition...5

Promoting Critical Teaching Philosophies to Improve ELL Children’s English

Language Acquisition……………………………………………………………....8

Developing a High Quality Classroom Environment to Improve ELL Children’s

English Language Acquisition…………………………………………………….11

Utilizing Specific Practices to Improve ELL Children’s English Language

Acquisition…………………………………………………………………….......15

Conclusion………………………………………………………………………....23

Chapter 3: Methodology……………………………………………………………..25

Project Description………………………………………………………………...25

Research Design…………………………………………………………………...25

Research Question………………………………………………………………....26

Setting…………………………………………………………………………...…26

Subjects…………………………………………………………………………....27

Procedures……………………………………………………………………........27

Instruments……………………………………………………………………...…28

References……………………………………………………………………………30

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Chapter 1

Introduction

Background of the Study

As the world becomes more international, and the English language grows more

dominant, children all over the world learn the English language. America is a

country of immigrants; many children are from other countries or are born in families

who speak languages other than English. These children become English language

learners, also known as ELLs. The ELL children usually suffer from difficulties and

frustrations when they are streamed into an American school where everyone speaks

English. Education for ELLs is an important topic in the early childhood education

today. It is important for ELL children to receive assistance in early childhood as

early childhood is an important period for children’s linguistic development. The

English fluency will facilitate cognitive, social, and emotional development in ELL

children. Teachers must utilize effective methods to improve ELL children’s English

language acquisition, specifically in teaching and practice in the classroom. Schools

and teachers are eager to provide ELL children help and support to improve their

English language acquisition skills, specifically in the classroom.

Problem Statement and Research Question

This research aims to examine effective ways to improve Chinese early

childhood English language learners’ English language acquisition in the following

areas: utilizing assessment, exemplifying critical teaching philosophies, providing a

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high-quality classroom environment, and using specific classroom instructional

practices. Therefore, the research question is: How do teachers improve Chinese early

childhood English language learners’ English language acquisition, specifically in

teaching and practice in the following areas: a. utilizing assessment? b. promoting

critical teaching philosophies? c. developing a high quality classroom environment? d.

utilizing specific teaching practices?

Rationale of the Study

This research paper will discuss a variety of methods, such as utilizing

assessment, exemplifying critical teaching philosophies, providing a high-quality

classroom environment, and using specific classroom practices. Many researchers

have focused on developing early childhood ELL English language acquisition in

order to be more effective in the classroom (Yasil-Dali, 2011; Bunch, 2011; Vernon,

2014; Tabors, 1998; & Celic, 2009).

First, it is suggested that teachers of ELL children can utilize assessment by

incorporating predictors of English oral reading fluency and English Language

Development Assessment (ELDA) to assess their learning effect (Yesil-Dagli, 2011;

& Bunch, 2011).

Second, ELL teachers should exemplify strong critical teaching philosophies to

facilitate effective reading instruction, regardless of the children’s language status or

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gender and motivate them to learn the language (Linklater, O’Connor, & Palardy,

2009; Vernon, 2014; Soderman, Clevenger, & Kent, 2013).

Third, ELL teachers should provide a high quality classroom environment and

optimal classroom organization by having rules for students to obey so that they can

concentrate in class (Tabors, 1998; Celic, 2009), planning and managing learning

environments so that it is easier for children to be engaged (Mc.Crary, Sennette, &

Brown, 2010), developing a positive classroom environment so that students are

willing and confident to communicate in English (Peng & Woodrow, 2010), as well

as incorporating technology in the classroom environment to promote students

learning (Lacina, 2012).

Fourth, teachers can use specific classroom instructional practices such as the

practice of linking art to other subjects (Armon & Morris, 2008), using language

techniques, and organizing interesting classroom activities to improve English

language acquisition (Tabors, 1998). Further, McCrary, Sennette, and Brown (2010)

suggest using an ELL instructional model of integrating English speakers and ELLs

within one classroom to develop bilingualism, a model of making content

comprehensible for ELLs, and to provide appropriate instructional content and

practice so as to further improve children’s English language acquisition. Further,

Lam, Chen, Geva, Luo and Li (2011) suggest teachers help ELL children develop

English derivational and compound awareness in the early school years to improve

their English vocabulary and reading comprehension. Additionally, Soderman,

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Clevenger, and Kent (2013) recommend providing playful contexts, high-quality

learning experiences, promoting phonological and alphabetic awareness, and using

stories to address the specific language topics for ELL children. Storybook reading

enlarges ELL children’s vocabulary (Silver, 2007), and talking time intervention

supports ELL children’s oral language skills (Dockrell, Stuart, & King, 2010).

All of these researchers suggest that the use of specialized effective techniques

and methods will improve ELL children’s English language acquisition, specifically

in teaching and practice within the early childhood classroom.

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Chapter 2

Literature Review

In the exploration of the effective ways to improve ELL children’s English

language acquisition, some researchers focus their study on the assessment of ELL

children’s English fluency (Yesil-Dali, 2011; & Bunch, 2011). Other researchers

focus on promoting strong teaching philosophies of equitable education opportunities

and appropriate instruction (Linklater, O’Connor, & Palardy, 2009; Vernon, 2014;

Soderman, Clevenger, & Kent, 2013). Further, some researchers emphasize on

providing a high quality classroom environment to facilitate children’s English

learning (Tabors, 1998; Celic, 2009; Mc.Cary, Sennette, & Brown, 2010; Peng &

Woodrow, 2010; Lacina, 2012). Additionally, still other researchers suggest to use

specific effective classroom instructional practices to improve ELL children’s English

language acquisition (Armon & Morris, 2008; Tabors, 1998; McCrary, Sennettem, &

Brown, 2011; Lam, Chen, Geva, Luo & Li, 2011; Soderman, Clevenger, & Kent,

2013; Silver, 2007; Dockrell, Stuart, & King, 2010).

Utilizing Assessment to Improve ELL Children’s English Language Acquisition

Yesil-Dagli (2011), professor from East Carolina University Greenville,

showed the predictors of English oral reading fluency that can be used in the

classroom to assess ELL children’s learning outcomes. The data were collected from

2481 ELL children who attended 291 Florida Reading First schools, using Progress

Monitoring and Reporting Network (PMRN). PMRN is a web-based data

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management system created and managed by the Florida Center for Reading Research.

Early English reading success has been widely studied for native English-speaking

students. These findings have been used to teach ELL children, but ELL children’s

English language acquisition development may be different. Though limited research

exists regarding which early measures are the best predictors for ELL children’s

learning to read English, it is important to have empirical evidence regarding which

assessment measures best predict second language reading performance for ELL

children. Yesil-Dagli investigated English letter naming fluency, initial sound fluency,

and vocabulary skills’ predictive role in English oral reading fluency when children

are in kindergarten and first grade. She also examined the variability in language and

literacy skills of ELLs by their demographic, social economic status and gender

characteristics. Asian ELLs have the highest English oral reading fluency scores. This

study was an investigation of the predictive role of kindergarten English language and

literacy skills in first grade English word reading of ELL children and the variations

in their English language and literacy skills. Her results showed that English letter

naming fluency is the best predictor, followed by vocabulary skills and initial sound

fluency. English vocabulary skills, as the second best predictor of English word

reading, provides support for intervention activities in the classroom that improves

ELL children’s vocabulary skills.

Bunch (2011), Vice-President of Measurement Incorporated, a test development

and scoring company serving the statewide assessment community, suggests the use

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of the English Language Development Assessment (ELDA) for assessing ELL

children’s English language acquisition after a historical review of bilingual education

and the effect of the passage No Child Left Behind. Bunch states that ELL children’s

teachers need frequent formative assessment to guide classroom instruction and

improve ELL children’s English language acquisition. He claims that over the past 50

years, the United States government has taken an increasingly proactive method to the

English language use of ELLs, culminating in the passage of No Child Left Behind

and its subsequent regulations. ELDA was developed under the enhanced assessment

grants funded under No Child Left Behind. ELDA is designed to allow schools to

measure annual progress of English language acquisition skills among ELL students

from Kindergarten to 12th grade. In this study, Bunch declares that the tests measure

both academic and social language proficiency in listening, speaking, reading, and

writing. Additionally, they yield comprehension and composite scores. Content of the

test is drawn from age-appropriate academic (school-subject) and social sources,

however, they are not tests of academic content, which means though test items may

reference academic subjects, no prior knowledge of those subjects is assumed or

required for success on the tests. Bunch demonstrates that ELDA has five levels:

Kindergarten, Grades 1-2, Grades 3-5, Grades 6-8, and Grades 9-12. For K-2 ELL

English language acquisition assessments, all items are observations to be completed

by the teacher and are listed as open-ended, and children do not actually write in a test

booklet. Similarly, all Speaking items consist of prompts and oral responses, which

the teacher codes and scores. For K-2 ELL children, administration time is actually

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spread over at least two weeks so that the teacher has enough time to draw valid

conclusions about the ELL children’s English language acquisition skills. Teachers

can conduct English Language Development Assessment (ELDA) to track ELL

children’s English learning. The research shows that assessment is critical to

supporting teachers in their understanding and assisting ELL children to be on track in

their English language acquisition. However, there is possibility that the author would

be biased as his company wrote the assessment.

Promoting Critical Teaching Philosophies to Improve ELL Children’s English

Language Acquisition

In addition to assessment, teachers of ELL children must focus on promoting

strong teaching philosophies in the areas of equitable education opportunities and

appropriate instruction. Linklater, Connor and Palardy (2009), researchers from the

Graduate School of Education at the University of California Riverside, suggest that

in the classroom teachers should provide explicit reading instruction regardless of the

children’s language status or gender. As the result of federal policies emphasize the

importance of preventing reading disabilities for at-risk students, educators start to

pay special attention to identifying early literacy risk factors. Most children start

school at five years of age, which makes the kindergarten year very important in

determining and utilizing preventative measures. This study included 401 children

(289 English Only and 112 ELLs) who attended partial-day kindergarten at four

elementary schools in two lower socioeconomic school districts in California. Their

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study provides evidence of reading segmentation skill growth trajectories during

kindergarten as measured by ISF (Initial Sound Fluency), PSF (Phoneme

Segmentation Fluency) and CPST (Combined Phoneme Segmentation Task), and of

the predictive power of those measures at the beginning of kindergarten on

subsequent reading skills for English Only and ELLs. PA (Phonemic Awareness)

measures, including ISF, PSF and CPST, can predict kindergarten reading

performance and determine its influencing factors. The researchers found no

significant difference between language performance growth rates for ELLs and

English Only students for any of their predictors. English-Only and ELLs have no

significant difference between each other, while significant differences between

growth rates for boys and girls were evident. However, it was found that gender did

not contribute to significantly predicting later reading outcomes. The results of the

study imply that students should get support when they are identified to be in need of

intervention regardless of their language status and gender, and educators should treat

all children equally.

The other area in which early childhood educators must exhibit a strong

teaching philosophy is an emphasis on ELL children’s motivation for English

language acquisition. Vernon (2014), creator of fun resources, games, stories, plays

and songs for children to learn English at Teaching English Games Company,

provided six tips to keep ELL children interested in class and motivated to do what

teachers want them to do beyond giving children prizes. The first tip is to keep

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teachers motivated. If a teacher is not enthusiastic about what he or she is instructing,

chances are the children will also be unenthusiastic. The second tip is to be

encouraging. Young children thrive on praise and positive attention from the adults in

their lives. If a teacher wants ELL children to be motivated in class, they should

provide students positive attention. The third tip is to play games. ELL children learn

through playing. Often they do not even realize they are learning if they are enjoying

the game. Children could sit there and fill out one worksheet after another, or they

could play an English game and learn the same concepts. Which would they prefer to

do? When children are playing games, points and competition can be used as a

motivator, but children under six years old may find the competition too stressful. The

fourth tip is to get ELL children’s hands dirty. Children like to work with their hands.

If teachers can get the things ELL children are learning about in children’s hands, it

will be useful and fun for the children. When teachers want to teach them summer

words, they can prepare a table filled with sand and beach items. When teachers are

teaching fruit words, they can make children try a kind of fruit. The fifth tip is to get

them moving. Movement is an important component to motivate children. The best

way to prevent children from being sleepy is to get them up out of their seats at least

once in each class period. Even if teachers just require children to come up to the

teachers instead of teachers going to the children for help, keeping children active

keeps them focused. Making the children to do projects and activities in groups also

helps. The sixth tips is varying the activities. Alternate games with strict but

acceptable disciplines can keep ELL children alert and motivated. In summary, early

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childhood educators should hold solid teaching philosophies that emphasize equitable

and appropriate instruction for the children, regardless of language status or gender,

and keep children motivated to learn English.

Developing a High Quality Classroom Environment to Improve ELL Children’s

English Language Acquisition

Researchers suggest a high quality classroom environment is beneficial for ELL

children. Celic (2009), researcher from Teachers College Columbia University,

suggests examining the classroom through the eyes of ELL children. As teachers set

up their classrooms, it helps to consider the environment should support ELLs in

learning language and grade-level content at the same time. It may be difficult to

determine whether or not the classroom is truly a place where ELLs can achieve this

dual focus of learning English and learning content. Celic imagines to be an ELL

child herself, trying to learn English and keep up academically with her classmates.

As she looks around her classroom from this perspective, she thinks about the written

language on charts, the board, posters, and word walls. Is the written language

supported with pictures, photos, examples, or graphic organizers that would give her

clues to understanding the content? Does the written language include familiar words

that she has been explicitly taught during lessons? Would she even know what content

area or topic the writing is related to? Celic considers vocabulary development as if

she was an ELL child: if there are any visual resources like word walls, charts, or

labels in the classroom that would help her learn important vocabulary words and

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understand their meaning; if there are ways she could meaningfully practice the

vocabulary. Further, Celic gives thought to the resources available for reading: if the

books and other texts are at an appropriate level so that she will develop her reading

skills in English; if she will be expected to wait to read in English until she had

learned more of the language; if the books are in her native language so that she will

continue to develop her reading skills; if the books and other texts about topics and

people she can relate to; if the resources such as a listening center that would let her

listen to the language as she reads; if the language charts in the classroom that would

help her learn the letters and sounds of English. Celic also thinks about the resources

available for writing: if there are resources available that would help her start to write

in the new language (modeled writing displayed on charts, word walls, bilingual

picture dictionaries, and a variety of paper choices); if she will be expected to wait to

write in English until she had learned more of the language. Celic goes on to consider

the spaces for learning: if the desks and other areas are set up so she could collaborate

with her peers in learning English and grade-level content; if she will be expected to

always work alone. Finally, she thinks about her native language: if there are any

materials or resources available in her native language to help her understand new

concepts and build literacy skills, and if she has been partnered up with anyone who

speaks the native language of the child.

Peng and Woodrow (2010), researchers from Shantou University and

University of Sydney, declare the importance of a positive classroom environment on

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ELL children’s English language acquisition. They collaborated to conduct an

investigation of willingness to communicate (WTC) in Chinese

English-as-a-foreign-language (EFL) classrooms. They tested the classroom

environment using structural equation modeling. A language classroom is a social

environment made up of students and the teacher. Teachers’ support could minimize

ELL children’s anxious feelings and improve their English language acquisition.

Cohesiveness of the class group contributes to a positive climate that contributes to

English WTC. Thus, classroom environment promotes communication confidence

and WTC were hypothesized. Besides, it was suggested that ELL children’s beliefs

could be strengthened by a positive classroom environment. This research was

conducted in two phases. Phase one was piloting the instrument items from the

literature using exploratory factor analyses (EFAs). The factors of classroom

environment in the pilot study contain following items: Tasks in the class are

meaningful and engaging. The ELL children know what they are trying to

accomplish. Class assignments are clear so the ELL children know what to do. The

ELL children work well with other class members. The ELL children are friendly to

other members in the class. The ELL children make friends with other members in

this class. The ELL children help other class members who have trouble with their

work. The teacher gives timely feedbacks to the ELL children’s concerns. The teacher

is patient. The teacher smiles while talking at the class. The teacher asks questions

about ELL children’s viewpoints or opinions. Phase two was the main study involving

validating the instrumentation using confirmatory factor analyses (CFAs), and then

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the hypothesized structural relationships among the variables were tested. The AMOS

software (version 7.0) was used based on raw data input. The result shows that

classroom environment directly impacted ELL children’s communication confidence,

though with small effect size. A positive learning environment can strengthen ELL

children’s English competence and lessen their anxiety to communicate in English. A

high-quality classroom environment for ELL children must be positive.

Lacina (2012), assistant professor in the Department of Elementary Education

at Stephen F. Austin State University, declares the importance of technology in ELL

children’s classroom environment. Internet chat sessions give students opportunities

to communicate in English. Discussion boards promote students’ collaboration and

participation. Web Quests are Web-based environments that improve students’

inquiry skill. She interviewed Itza Flores, a 1st grade teacher at a Slack Elementary in

Lufkin, which is well-known in east Texas for its excellent bilingual program.

Through the online interview, Lacina learned about technological practices and

software that can be used in the classroom. Lacina learned that technology helps

provide an engaged learning environment that promotes class unification and

encourages ELL children to learn English. ELL children are motivated to learn

English by applying technology. Technology makes ELL children more excited than

normal textbooks. It also enables ELL children to control their learning level by

setting their time and topics. Technology can meet ELL children’s specific needs to

learn English. As a 1st grade teacher, Ms. Flores uses technology to help her ELL

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children improve their learning effect by providing different learning methods. She

sometimes uses technology as a visual or a reinforcement tool for her content in class.

She uses software like Reader Rabbit, Kidspiration, Accelerated Reader, Kidworks,

Kid Pix, Storybook Weaver and Success Maker to improve ELL children’s phonics

and reading skills. With the software, she can make ELL children practice their

self-control and self-direct to their own English learning while receiving immediate

feedback. In order to effectively support ELL children, teachers should be familiar

with techniques and resources that can be used to improve their English language

acquisition, and incorporate technology in the classroom environment. Technology is

necessary in a high-quality classroom environment for ELL children.

Utilizing Specific Instructional Practices to Improve ELL Children’s English

Language Acquisition

Finally, utilizing a variety of specific effective instructional practices such as

classroom organization, language acquisition activities and classroom instructional

activities is also important in improving ELL children’s English language acquisition.

Tabors (1998), research associate at Harvard Graduate School of Education, brings up

some ways to support for ELL children’s English language acquisition in the

classroom that focus on classroom organization. The participants were two

four-year-old boys. One’s home language was Japanese, and the other one’s home

language was Korean. The researcher observed and audio-taped the two ELL children

in their preschool classroom, and found that two aspects of classroom organization

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can help ELL children. The first is to have a set routine for activities so that ELL

children can catch on and get into the flow of events. This will help them feel more

comfortable to be members of the group more quickly and improve their social

integration. The second aspect of classroom organization is to provide safe havens in

the classroom. These can be a table with manipulatives, a quiet house area, or a puzzle

corner that are available at all times. ELL children can spend some time other than the

communicatively demanding activities and get competency in other skill areas besides

language. Having a safe haven will also help the children feel less pressured to talk in

a language they don’t yet know and will give them a choice of which to watch and

listen until they are ready to join in. Second, when teachers interact with young ELLs,

they automatically use many techniques to help ELL children to understand them.

These include using lots of nonverbal communication, keeping the information

simple, talking about what is happening, emphasizing the important words in a

sentence, using gestures when they talk, and repeating the key words in a sentence.

This kind of communication with ELL children helps them begin to understand what

is being said in the new language. In addition, how classroom activities are structured

also makes a difference. In most developmental programs there are activity times

when a teacher works closely with children and materials. During reading time the

teacher can choose predictable books, which are very useful for ELLs, and organize

times when work with a small group of children makes it easier to tailor the book to

the audience. At other group times, using the same songs and movements repeatedly

can help ELLs get involved. This is often when an ELL child first finds her voice in

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her new language and feels comfortable in a group. In order to improve ELL

children’s English language acquisition, teachers need to keep in mind that it is

important to work with parents of second-language learners. Teachers are suggested

to develop effective ways of communication with the parents. A questionnaire can be

used to gather the information on family language background, child care

arrangements, and parents’ expectations on their children’s learning. The purpose of

working closely with parents of second-language learners is to support the home

language and culture in which children come from. At the same time, teachers will

have a better understanding of the developmental sequence of second language

learning and the cultural influence that are significant to children’s language learning.

McCrary, Sennette, and Brown (2011), researchers from Texas A&M

University-Commerce Department of Curriculum and Instruction, present two major

language instructional models to facilitate ELL children’s language acquisition.

Through visiting scholars, book studies, and attending conferences (eg. Council for

Exceptional Children International Conference and National Association for Bilingual

Education Conference), two major language instructional models were introduced.

One ELL instructional model is realizing two-way immersion in classrooms. It is a

form of education in which native English-speaking children and ELL children are

integrated within the regular classrooms. The purpose of the program is to develop

bilingualism, biliteracy, and cross-cultural competence. Children receive instruction

in their native language for part of the day and then in the non-native language in the

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rest of the time. The other model is making content understandable for ELL children:

the Sheltered Instruction Observation Protocol (SIOP) Model. It is an approach of

lesson planning that teaches content materials to ELL children. The model guides

teachers through activities to develop language and content objectives for the ELL

children. The SIOP Model approach can be used in any setting. The researchers also

recommend some essential capacities for ELL children’s teachers. Teachers need to

plan and manage ELL children’s learning environments for successful learning

outcomes. Teachers must design learning environments that encourage and motivate

ELL children’s active participation, as well as plan appropriate activities and effective

behavior management. Teachers need to demonstrate appropriate methods for

assessing ELL children. Teachers must be able to evaluate the ELLs’ level of English

language acquisition (e.g., beginning level, early production level, speech emergent

level, intermediate fluency, and fluency level). Teachers should also be able to screen

for reading problems and monitor progress in the English acquisition. There is also a

need for teachers to demonstrate appropriate instructional content and practice.

Additionally, teachers must be able to provide vocabulary instruction and plan

peer-assisted instruction with ELL children at different levels of English proficiency.

Lam, Chen, Geva, Luo and Li (2011), researchers from University of Toronto

and Beijing Normal University, examine the importance of morphological awareness

in vocabulary and reading comprehension among Chinese ELL children. The study

focuses on two kinds of morphological awareness: derivational awareness and

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compound awareness. The participants were 46 kindergarteners and 34 first graders of

Chinese ELL children in Canada. The children were administered five English

measures including derivational awareness, compound awareness, phonological

awareness, receptive vocabulary, and reading comprehension. Results showed a stable

growth in Chinese ELL children’s derivational and compound awareness from

kindergarten to 2nd grade. For the first graders, the morphological awareness was

responsible for their improvement in vocabulary, and their improvement in both

vocabulary and reading comprehension one year later. Generally, the improvement of

morphological awareness increased with grade level, and derivational awareness

contributed more to vocabulary and reading comprehension than compound

awareness did. The research shows the importance of morphological awareness,

especially derivational awareness, in Chinese ELL children’s English reading

development. The study suggests that teachers should continuously help Chinese ELL

children develop English derivational and compound awareness to improve their

English vocabulary and reading comprehension.

Soderman, Clevenger and Kent (2013), researchers from the National

Association for the Education of Young Children, observed five-year-old Xian Lei

who entered kindergarten with difficulty in English and how her teacher Ms. Sisco

helped her catch up on English language acquisition through playful contexts and

researched on former studies. They declare that language acquisition is highly social,

and that there is reliable evidence that demonstrates that immersing young dual

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language learners in playful contexts that highlight language is far more effective than

teaching isolated skills in resource rooms or through tutoring sessions. However,

during the initial stages, second language acquisition can be challenging for young

children and for the classroom teacher who must create high-quality learning

experiences for everyone in the class. The authors state that two critical factors spell

success or failure for teachers who have ELLs in their classrooms: the teacher’s

understanding of and respect for the initial difficulties in learning a second language,

and the teacher’s ability to adapt learning experiences in a creative and playful

manner. The following six suggestions will enable teachers to help children through

these hot spots: (1) foster children’s motivation to acquire a new language; (2) build a

rudimentary receptive vocabulary; (3) help children develop self-confidence and

comfort in expressing their needs and ideas; (4) support phonological awareness and

promote alphabetic awareness; (5) eliminate confusion about consonants, vowels,

grammar and syntax; and (6) use stories to address the hot spots. The concept of a

story may be broadened to include nursery rhymes, poems, songs, traditional stories,

and stories made up by the teacher, the children and their families.

Through observing children drawing and learning in three-person teams, Armon

and Morris (2008), researchers from National Science Teachers Association, find that

an effective tool to improve early childhood ELL education is to integrate art into

other subjects such as science. Emphasizing writing and drawing in science is a

method for developing and articulating thinking. By overlapping literacy and science

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instruction, teachers and children get knowledge and skills in both subjects. Teachers

demonstrate writing and drawing in science while connecting vocabulary to visuals

such as photographs and concrete materials for children to learn English. As children

get to know academic vocabularies in content areas, academic achievement,

clarification of thinking, and English language skills improve. Because drawing

requires careful observation of an object or phenomenon’s special characteristics,

children notice details they might otherwise overlook, and make children more

impressive about the English words. Teachers who lack knowledge of drawing

techniques could also involve the school art teachers. This is effective because science

and visual art do not require children to be knowledgeable of American culture.

Though there are challenges of increased time, specialized vocabularies and balance

among disciplines, integrating writing and drawing with science investigations is

beneficial for teachers and children. ELL children get many ways of acquiring and

expressing both language and knowledge in several disciplines, and as a result,

teachers get valuable and ongoing data to evaluate children’s understanding and

improve their instruction.

Silverman (2007), researcher at Harvard University, confirms the effectiveness

of a kindergarten vocabulary intervention through storybook read-alouds. Reading

storybooks to young children has been an ideal means of introducing new words to

them. Vocabulary instruction during the reading of story books is based on children’s

interests in stories and English language. Vocabulary instruction through read-alouds

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can actively engage children in defining, speaking, and spelling words. Silverman

investigated the effects of a vocabulary intervention with children from a variety of

language backgrounds and contributes to knowledge about vocabulary instruction. A

research-based vocabulary intervention, the Multidimensional Vocabulary Program

(MVP), was implemented in five classrooms; among these were 3 mainstreams, 1

two-way bilingual, and 1 structured classroom. This study included 44 English-only

and 28 ELL children in five kindergarten classrooms. The findings show that ELL

children can learn words from instruction at the same rate or faster than EO children.

If teaching methods are appropriate for ELL children, they can learn what is taught as

easily as EO children. After a 14-week MVP intervention, ELL children got to know

19 more words on a picture vocabulary assessment than they knew before the

intervention. In comparison, the EO children knew 14 more words after the

intervention. Although EO children knew more of the target words before the

intervention, there was no gap between EO children and ELL children in knowledge

of target words at the end of the intervention or after following 6 weeks. Thus, it

shows the effectiveness of vocabulary intervention for ELL children through

storybook reading.

Dockrell, Stuart, and King (2010), researchers at London Institute of Education

Psychology and Human Development, remind ELL children’s teachers to support

their oral language skills through talking time intervention. They studied 142

four-year-old children who attended three preschools in a disadvantaged inner city

23

area in London, England. The authors declare that oral language skills are important

for children’s academic development. Children with poor oral language skills are also

less capable to respond to other instructions. Using comments and prompts promotes

the interaction with children that produces more original language. Using prompts,

open-ended questions, expansions and recasts that expand children’s oral language

responses to talk with children can improve the effect of sensitive frequent oral

language exposures. In their study, three measures are used to assess English language

levels: Verbal Comprehension, Naming Vocabulary, and GAP Sentence Repetition.

The first requirement of ability in the narrative task is that children need to understand

the story that is told to them. This may be a problem for the ELL children and may

have impacted on the efficacy of story reading. The second requirement of ability is to

retell the story. Children who have difficulties to develop oral language need to be

carefully supported by teachers and peers. The effectiveness of the talking time

intervention has identified important features of implementing evidence-based

practice. Some stuff and materials need to be provided in the talking time intervention

according to specific instructional goals.

Conclusion

In conclusion, the literature review suggests that language acquisition for ELL

children could be improved in teaching and practices within the classroom. Teachers

must use assessment, promote strong teaching philosophies, provide high-quality

classroom environment, and utilize specific instructional practices in the classrooms

24

to improve the English acquisition of ELL children. Assessment is necessary for

teachers to know the levels and the effectiveness of their instructional strategies on

ELL children. A solid teaching philosophy emphasizing equitable, appropriate and

motivating instruction is critical to improving ELL children’s English language

acquisition. Further, a high-quality classroom environment can help children to learn

English more effectively by immersing and engaging them through classroom set up

and accessibility of resources and creating a positive classroom environment for

children. Finally, the specific instructional practices in the classroom such as using art

and stories, providing playful context, and making content comprehensible can make

English instruction more interesting and comprehensible for ELL children. By

employing these research-informed practices in the early childhood classroom, ELL

children will show improvement in the area of English language acquisition.

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Chapter 3

Methodology

Project Description

The purpose of this study is to explore the effective ways to improve Chinese

ELL children’s English language acquisition. The study will focus on preschool

teachers’ perceptions on the effective ways to improve Chinese ELL children’s

English language acquisition at a private Chinese school in Houston, Texas. Four

preschool teachers who work at the school will be participated in the study. The ages

of the children at the preschool range from three to four years old. All of the children

are from Chinese-speaking families. Initially, four observations of the four teachers

will be conducted. The purpose of the observation is to investigate approaches that

teachers employ to improve the children’s English language acquisition in the

classroom. Next four teachers will be interviewed so as to examine what teaching

practices are used in the classroom and why they are applied.

Research Design

This study will utilize the qualitative research approach. Classroom

observations and teacher interviews will be used as tools to examine the research

question. Qualitative research should be used when teaching and practice in the

classroom are discussed as trends or themes based on words but not statistics (Patten,

2012). This study aims to investigate the effective ways to teaching and practice in the

classroom to improve ELL children’s English language acquisition. Data on the

26

methods employed to improve ELL children’s English language acquisition will be

gathered by making preliminary observations and conducting interviews. While

working with the teachers and children at the school, adjustments in the measures

such as rewording interview questions or adding questions based on earlier responses

by participants will be considered if necessary. For data analysis, individuals’

responses will be coded and trends will be looked for in the results section of the

research report.

Research Question

The research question is: How do teachers improve Chinese early childhood

English language learners’ English language acquisition, specifically in the following

areas: a. utilizing assessment? b. promoting critical teaching philosophies? c.

developing a high quality classroom environment? d. utilizing specific teaching

practices?

Setting

The setting of the research will be at the private Chinese school located at

downtown Houston. The majority of the children at the school are from

Chinese-speaking families. Thus the children are English language learners who were

born in Chinese families. In Chinese families, parents primarily speak Chinese

language at home. The children not only have to learn English, but most importantly,

they must also master English like Americans. When adults talk to the children in

27

Chinese, the children usually answer in English instead. The children prefer to speak

English with each other as well. When they first got into English-speaking schools,

some children who were not born in America had some problems in oral and

academic English compared to the children from English speaking families. These

children go to the school twice each week.

Subjects

The subjects of the study will be four preschool teachers at a private Chinese

school in Houston, Texas. They will be chosen using purposeful sampling, because

the teachers fit into a broad category---teachers of ELL children, and they will provide

the greatest potential to make the research successful (Patten, 2012). The four

preschool teachers who will be chosen in the research are all Chinese Americans,

including three females and one male. The teachers have average of two and a half

years of teaching experiences. They are not certified teachers in Texas, but they had

training before they started to teach at the school. They all have master’s degree from

American universities. The average of the teachers’ age is thirty.

Procedures

An application of permission for this research study will be submitted to the

Committee for the Protection of the Human Subjects from the University of Houston.

Prior to the classroom observations, the completed consent forms will be signed by all

the participants.

28

First, the four observations will be scheduled on Tuesdays from May through

June, 2015. The observation notes will be recorded during each observation. The

notes will include observation sequences, dates, time, the class, and the teacher. The

observation notes will then be analyzed to provide a guideline for the teachers’

interview questions. Next, the four interviews will be conducted on Tuesdays directly

following the classes. All the interviews will take place in the classrooms of the

school from May to June, 2015. The interviews will be recorded and then transcribed.

The transcripts will then be used for data analysis. During data analysis, the

researcher will look for themes and practices that imply the effectiveness of the

methods suggested in the literature review.

Instruments

The instruments that I will use in the research will be as follows: a form for

observation notes and an interview protocol.

Below is the form for observation notes I will use:

Observation Note

Date: Time: Class: Number of Students: Teacher:

Ways that the teacher use to improve the Chinese ELL children’s English language

acquisition in the following areas:

(1) Utilizing assessment.

29

(2) Promoting critical teaching philosophies.

(3) Developing a high quality classroom environment.

(4) Utilizing specific teaching practices.

The interview questions that I will ask the four teachers are as follows:

(1) How did you utilize assessment to improve Chinese ELL children’s English

language acquisition in the classroom? Why did you use the methods?

(2) What teaching philosophies did you have to improve Chinese ELL children’s

English language acquisition in the classroom? Why did you promote these

philosophies?

(3) What do you consider a high quality classroom for Chinese ELL children?

Why do you think so?

(4) How did you utilize specific teaching practices to improve Chinese ELL

children’s English language acquisition in the classroom? Why did you use the

methods?

30

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