Date

12-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

David C Nelson

Keywords

ELL, Home Language, Second Language

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Other Education

Abstract

The number of English language learners (ELLs) in the American classrooms is growing at a rapid rate. The purpose of this correlational study was to determine whether there was a statistically significant relationship between the need for English language assistance services predicted using a combination of a student’s home language, student’s first language, student’s language used most, and W-APT scores for elementary school students in a southeastern state. The instrumentation for this study consisted of the Home Language Survey and W-APT scores. With the approval of the IRB and a southern state school district, the research was conducted using a convenience sampling method from archival data for 57 pre-kindergartens and 82 kindergarten second language elementary students from four elementary schools to total a sample size of 139. Archival data from 2011-2015 school years were available to the researcher based on the researcher’s professional relationship with the school district. A statistical test using a logistical regression was conducted and the data analysis results concluded there was a statistically significant relationship between the need for English language assistance services predicted using a combination of a student’s home language, student’s first language, student’s language used most, and W-APT reading, writing, and oral proficiency scores for elementary school students. The researcher rejected the null hypothesis. Recommendations for future research were included in this study.

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