AN EXAMINATION OF ENGLISH AS SECOND LANGUAGE TEACHERSINTEGRATING THEIR DISTRICT’S CURRICULUM byPatricia A. Alvara© Patricia Alvara, 2004

AbstractCognitive and linguistic research provides promising links to what English as second language(ESL) teachers may do to engage their limited English proficient (LEP) students in learning inEnglish. Through this action research study, the researcher and four ESL participant teachersstrategically collaborated, discussed, selected, implemented, adapted, analyzed, and reflectedupon thematic integration in their sheltered English immersion (SEI) classrooms. The goal of thisstudy was to foster LEP students’ English language and academic development so that theywould be able to participate and transition into English mainstreamed classrooms. To accomplishthis task, participants implemented three thematic instructional approaches: (a) interdisciplinarycurriculum, (b) curriculum integration, and (c) cross-curricular thematic instruction. The resultsof this study determined which approaches were the most effective models to employ in their SEIclassrooms in order to maximize student involvement and learning. By uncovering particular obstacles ESL teachers and students encountered, these ESL teachers will be able to addressmore effectively those barriers and further enhance their LEP students’ learning opportunities inthe future.

DedicationThis study is dedicated to my family and students who continuously inspire me to striveto seek better ways to teach and reach new heights in education.iii