Examination of Current Curriculum Frameworks for English Language Learners in Reading

EXAMINATION OF CURRENT CURRIULUM FRAMEWORKS UTILIZED IN THE
FIELD TO MEET THE LANGUAGE LEARNING NEEDS OF ENGLISH LANGUAGE
LEARNERS IN THE CONTENT AREA OF READING
By
Reem Barada
DR. CHRIS STABILE, EdD, Faculty Mentor and Chair
DR. LAURA TRURJILLO-JENKS, EdD, Committee Member
DR. MICHAEL JAZZAR, EdD, Committee Member
Curtis R. Brant, PhD, Interim Dean, School of Education
A Doctoral Capstone Project Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
Capella University

© Reem Barada, 2018

Abstract
The capstone project is an examination and evaluation of the current curriculum framework and
instructional practices at a local public-school academy and whether it meets the language
learning challenges of English Language Learners in the content area of reading. The project
addresses the need for the development of practices that contain a systematic and organized body
of knowledge that focuses on the increasing populations of English Language Learners and
learners who have learned English in foreign countries. Many curriculums do not incorporate the
multiple dimensions of social-cultural language, culture and tradition, and value systems into
instructional practices. The topic addresses weaknesses in current program design and delivery
of instructional practices required of classroom teachers to meet the specific learning needs of
the English Language Learner (ELL) student populations in current classrooms. The deliverable
for the Capstone Project is a paper that describes the Evaluation Study and its intention to
improve program implementation and educational outcomes for English Language Learners
(ELL) specifically in the content area of reading. It will identify and provide clarification of
declining academic achievement specifically in the content area of reading; appropriate actions,
nurture new patterns of thinking, practices delivery, strategies and interventions that will bridge
existing gaps in program implementation and future educational outcomes for English Language
Learners. The learning environment remains a viable learning environment, yet it must learn
from its errors, redetermine long-range goals; make improvements to internal processes;
reestablish the Multicultural Framework for Learning and the Motivational Framework for
Responsive Teaching and begin meeting the learning challenges of language learners in the
community. The findings from the study have resulted in a positive impact on the school and its
teachers. They have begun to look internally for answers to solve the school’s problems. All staff

have begun to adopt and support the mission and the vision in their daily encounters with each
other and the community. All staff has been rallying together to reconfirm the school’s purpose
within the community and the community. This action has resulted in a waiting list for the
upcoming school year, a condition that the school has not seen for the last two years.

Dedication
Mo and Hadeel, I dedicate my life and work to you. You have encouraged me, stood with
me and behind me to allow me to keep traveling forward on this educational journey. Having
your voices in my head and in my heart kept me focused and dedicated toward my goal. As you
have loved me, you are also loved.
iii

Acknowledgments
Over the years, I have had the support and encouragement of many who have assisted me
throughout my educational career. I would like to humbly extend my appreciation to Dr.
Christopher Stabile, my mentor on the Doctoral journey and the Doctoral Committee members,
Dr. Laura Trujillo and Dr. Michael Jazzar. I have only simple words to express for their patience,
guidance, understanding, and encouragement as I traveled along this Doctoral journey. I remain
grateful and thankful to you all.
“Let us be grateful to the people who make us happy; they are the charming gardeners who make
our souls blossom.” -Marcel Proust
iv

Table of Contents
Acknowledgments iv
List of Tables vii
List of Figures viii
SECTION 1. BACKGROUND
Overview of Doctoral Capstone Project 1
Alignment to the Specialization 6
Problem Statement and Purpose of the Deliverable 9
Evidence/Data Used to Establish Rationale for Deliverable 12
Historical Background of the Problem 13
Organizational Context 19
Theoretical Framework 20
Other Scholarly Literature 24
Ethical Considerations 25
SECTION 2. PROCESS
Introduction 32
Project Design/Method 33
Project Outcomes 39
Development Process 43
Evaluation Plan 46
SECTION 3. APPLICATION
Introduction 57
v

Problem Statement and Purpose of the Deliverable 58
Relevant Outcomes and Findings 59
Application and Benefits 69
Target Audience 69
Institution/Setting 70
Beyond the Local Setting 72
Implications for the Professional Specialization 73
Recommendations 75
Conclusion 82
REFERENCES 84
vi