The number of English language learners in California is increasing on a daily basis, and specific, focused strategies for the instruction of academic English are desperately needed. The literature shows that many such strategies exist, but I seek to discover strategies that will allow a focus on science and social science while teaching English explicitly. I have compiled and explained two strategies that can be used by other teachers at my school, and by other schools that have a similar English language development (ELD) program. I have reviewed a sample of available literature, identified the specific needs of English language learners, found two effective strategies, applied them to my classroom, and rated them according to a rubric I designed to assess their effectiveness. The results are descriptions of the two ELD strategies that can be applied to teaching almost any set of vocabulary and/or language forms, as well as a yearlong plan for the implementation of one of these two strategies.
","abstract_html":"<p>The number of English language learners in California is increasing on a daily basis, and specific, focused strategies for the instruction of academic English are desperately needed. The literature shows that many such strategies exist, but I seek to discover strategies that will allow a focus on science and social science while teaching English explicitly. I have compiled and explained two strategies that can be used by other teachers at my school, and by other schools that have a similar English language development (ELD) program. I have reviewed a sample of available literature, identified the specific needs of English language learners, found two effective strategies, applied them to my classroom, and rated them according to a rubric I designed to assess their effectiveness. The results are descriptions of the two ELD strategies that can be applied to teaching almost any set of vocabulary and/or language forms, as well as a yearlong plan for the implementation of one of these two strategies.</p>","abstract_has_math":false,"creators":["Selim, Emily L."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:44Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/192","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Selim, Emily L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/192"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The number of English language learners in California is increasing on a daily basis, and specific, focused strategies for the instruction of academic English are desperately needed. The literature shows that many such strategies exist, but I seek to discover strategies that will allow a focus on science and social science while teaching English explicitly. I have compiled and explained two strategies that can be used by other teachers at my school, and by other schools that have a similar English language development (ELD) program. I have reviewed a sample of available literature, identified the specific needs of English language learners, found two effective strategies, applied them to my classroom, and rated them according to a rubric I designed to assess their effectiveness. The results are descriptions of the two ELD strategies that can be applied to teaching almost any set of vocabulary and/or language forms, as well as a yearlong plan for the implementation of one of these two strategies.
"]},{"key":"dc:title","label":"Title","values":["Effective Strategies for English Language Development"]}]}],"canonical_facts":{"dc:creator":["Selim, Emily L."],"dc:description.abstract":["The number of English language learners in California is increasing on a daily basis, and specific, focused strategies for the instruction of academic English are desperately needed. The literature shows that many such strategies exist, but I seek to discover strategies that will allow a focus on science and social science while teaching English explicitly. I have compiled and explained two strategies that can be used by other teachers at my school, and by other schools that have a similar English language development (ELD) program. I have reviewed a sample of available literature, identified the specific needs of English language learners, found two effective strategies, applied them to my classroom, and rated them according to a rubric I designed to assess their effectiveness. The results are descriptions of the two ELD strategies that can be applied to teaching almost any set of vocabulary and/or language forms, as well as a yearlong plan for the implementation of one of these two strategies.
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