The effects of teaching the academic language of language arts to secondary long-term English learners

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The effects of teaching the academic language of language arts to secondary long-term English learners

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dc.contributor.author Soto, Mary
dc.date.accessioned 2012-02-20T14:59:58Z
dc.date.available 2012-02-20T14:59:58Z
dc.date.issued 2012-02-20
dc.date.submitted December 2011
dc.identifier.uri http://hdl.handle.net/2152.2/86
dc.description PDF; 242 pgs. en_US
dc.description.abstract While the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. These secondary students are long-term English learners, students who have been in U.S. schools for seven years or longer. Long-term English learners struggle with academic success, and educators need to find ways to support them. In this qualitative study, the effects of teaching academic vocabulary and concepts to 10th grade Hispanic long-term English learners in a language arts class at a large, South Texas high school were explored. The researcher observed students as they were involved in five different pedagogical structures, interviewed the students to determine their perception of how those structures supported their learning, and reviewed student work done while involved in those structures. The data collection included student documents, classroom observations, and interviews. The most successful practices for these students included teacher modeling and grouping with positive interdependence. Findings revealed that although some pedagogical structures were somewhat effective in helping long-term English learners with the acquisition of the academic vocabulary and concepts of English language arts, these students still need a great amount of scaffolding and monitoring combined with additional time to be consistently successful. en_US
dc.language.iso en_US en_US
dc.subject Secondary education en_US
dc.subject Language and education--United States en_US
dc.subject English language learners en_US
dc.subject Mexican Americans--Education en_US
dc.subject Language arts
dc.title The effects of teaching the academic language of language arts to secondary long-term English learners
dc.type Thesis en_US
thesis.degree.name Doctor of Education in Curriculum and Instruction
thesis.degree.level Doctoral
thesis.degree.grantor University of Texas at Brownsville
thesis.degree.department Education

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