This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of English during the captioned class sessions. Findings are discussed through the lens of the Hawthorne effect and social development theory. The researcher explores implications for ELL teachers, school administrators, and institutions of higher education. doi: 10.1002/tesj.137In the age of high-stakes testing, in which all students are assessed and school funding is directly tied to those assessment outcomes, educators should tap into any advantage to help English language learners (ELL) become proficient at a faster rate than the 5 to 10 years typically assigned (Cummins, 1984). Because of the extensive understanding of how language is learned, and with information garnered from previous closed-captioning studies, it is imperative to study the effects of using real-time captioning in ELL classrooms. This study examines the effects of real-time captioning on vocabulary acquisition of a novice-level elementary ELL in an ELL classroom.

This qualitative study reviewed the preparedness of preservice teachers to meet the needs of struggling readers in an urban Florida school. The research was guided by the overarching question: What is the impact of targeted diversity training on rural university preservice teachers when creating performance-based tasks (PBTs) for urban-core elementary lowperforming students? The research reviewed the impacts of specific diversity training of preservice teachers on quality construction of a PBT intended to meet the needs of diverse, urban-core, and academically struggling elementary students. Data triangulation was employed by reviewing researcher field notes during the targeted-diversity training sessions, a student pre-and posttreatment survey, and archived communication with the program's philanthropic liaison. Data were analyzed using open coding to allow themes to emerge. Key findings indicated common impacts through the lenses of logistics, collaboration, and reality. Implications speak to preservice teachers, educational partnering, and future teacher employment.

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