KayleArlaus_EDUC850_TheoreticalFrameworkAssignment

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Liberty University *

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850

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Mechanical Engineering

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Jan 9, 2024

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THEORETICAL FRAMEWORK 1 Recommendations for Solving the Problem of Emergent Bilingual Students Failing to Reach Proficency Requirements on the Texas English Language Proficiency Assessment System at Navarro Independent School District in Texas Kayle Arlaus School of Education, Liberty University Author Note Kayle Arlaus I have no known bias or conflict of interest to disclose. Any issues regarding this theoretical framework should be addressed to Kayle Arlaus. Email: kdarlaus@liberty.edu
THEORETICAL FRAMEWORK 2 Theoretical Framework The theoretical framework to guide this research study will focus on the constructivist theory (Piaget et al., 1967). This theory helps define the fact that there are solutions to the problem like the one in this study that deals with how students learn languages through different experiences they have had. Connecting to this theory while researching solutions will help students reach appropriate proficiency levels in the future. Constructivist Theory Behrens (2021) shares that the constructivist theory is built on the notion that new knowledge is acquired through utilizing the past knowledge and experiences of a person to apply to new knowledge they wish to acquire. Constructivist theory is essential to solving this problem because it has a solution for students at all different stages of life and learning through the breakdowns of what the brain can understand at different ages (Piaget et al., 1967). Not only this, but it calls on the social, cultural, and situational awareness through past experiences of the learner to apply to the current learning goals and environment. This is an important notion because the theory implies that everyone has the ability to learn new things despite their personal motivations (Sasan & Rabillas, 2022). Proficiency Levels and Constructivism The connection between proficiency levels and constructivism is examined within the study by Sasan and Rabillas (2022), where students demonstrated great gains in language acquisition through providing experiences which students had background knowledge they could apply to their current learning. This further confirms that constructivist theory positively impacts language learning for students trying to reach specific proficiency levels. Srivastava et al. (2021) expressed that constructivism theory pushes instructors to provide more hands-on experiences
THEORETICAL FRAMEWORK 3 and engaging activities for students to acquire more language through their own reflection and experiences they have had. This is imperative to include in creating solutions to the problem since proficiency level requirements and scoring fluctuates in terms of state testing for emergent bilingual students (Deng, 2023). Piaget’s constructivist theory speaks to the way that students can acquire a new language and surpass the hurdle they must jump in terms of state testing in Texas. Constructivism connects to human experience and how everyone can apply their past experiences to new things they want to learn and new experiences (Deng, 2023). Emergent bilingual students can overcome the factors playing against them by relying on what they have experienced in the past and applying it to their current learning environment.
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THEORETICAL FRAMEWORK 4 References Behrens, H. (2021). Constructivist approaches to first language acquisition. Journal of Child Language , 48 (5), 959–983. https://doi.org/10.1017/s0305000921000556 Deng, T. (2023). The Fit of Constructivist Teaching Theory and Foreign Language Teaching Reform in the Background of the Internet Era. Applied Mathematics and Nonlinear Sciences,0(0) -. https://doi.org/10.2478/amns.2023.2.00215 Piaget, J., Elkind, D., & Tenzer, A. (1967). Six psychological studies . http://ci.nii.ac.jp/ncid/BA1621160X Sasan, J., & Rabillas, A. (2022). Multimedia English Teaching Approach Based on Constructivist Learning Theory. DOAJ Open Global Trusted , 3 (2), 51–65. https://jurnal.iainponorogo.ac.id/index.php/eltall/article/view/4607 Srivastava, K. N., & Mishra, V. (2021). Constructivist Theory of Learning. Techno Learn, 11 (1), 19-21. https://doi.org/10.30954/2231-4105.01.2021.4