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dc.contributor.advisorEgbert, Joy
dc.creatorAkasha, Omran Ali Abdalla
dc.date.accessioned2014-09-11T17:40:11Z
dc.date.available2014-09-11T17:40:11Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/2376/5141
dc.descriptionThesis (Ph.D.), Department of Teaching and Learning, Washington State Universityen_US
dc.description.abstractThis dissertation includes a pilot study on the challenges facing students and teachers in middle school and a follow-up study on the influences of situated learning on pre-service teachers' cultural and linguistic awareness. The first study was conducted in spring 2012 and it focused on two Arabic-speaking ESL students and eight in-service middle school teachers. Data sources included teacher and student interviews, classroom observations, and a parent survey. Research questions focused on the needs of the Arabic-speaking ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. The study concluded that several important challenges for teachers and students exist, including time, language support, and knowledge. The follow-up study was conducted in spring 2013 and it focused on 25 pre-service teachers and twelve Arab families. The overall goal of the follow-up study was to explore the influence of situated learning experiences on pre-service teachers' cultural and linguistic awareness. Data sources included a pre- and post-experience case, pre- and post- KWLS chart, focus groups, a family survey, and student reflections. Data showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms.en_US
dc.description.sponsorshipDepartment of Teaching and Learning, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsLimited public access
dc.rightsrestrictedAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/RestrictedAccess
dc.subjectEnglish as a second languageen_US
dc.subjectBilingual educationen_US
dc.subjectTeacher educationen_US
dc.subjectArabic-speaking ESL studentsen_US
dc.subjectCultural awarenessen_US
dc.subjectCultural integrationen_US
dc.subjectLanguage barrieren_US
dc.subjectMulticultural classroomen_US
dc.subjectSituated learningen_US
dc.titleA STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS
dc.typeElectronic Thesis or Dissertation


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