Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Teachers And English Language Learners Experiencing The Secondary Mainstream Classroom: A Case Study, Amanda M. Ruiz
Teachers And English Language Learners Experiencing The Secondary Mainstream Classroom: A Case Study, Amanda M. Ruiz
Middle-Secondary Education and Instructional Technology Dissertations
The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are responsible for making content comprehensible for these students (Clegg, 1996; Georgia Department of Education, 2008); however, test scores and graduation rates indicate that English language learners (ELLs), across the nation, are consistently underperforming on content based assessments and failing to complete high school (Carrasquillo & Rodriguez, 2006; Cruz & Thornton, 2009) . Using a constructivist lens and the concept of the instructional dynamic (Ball & Forzani, 2007), this dissertation presents the experiences of the mainstream teacher …
On The Border Of A New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations And Attitudes, Margo H. Williams
On The Border Of A New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations And Attitudes, Margo H. Williams
Middle-Secondary Education and Instructional Technology Dissertations
The purpose of this study was to examine the Spanish-speaking newcomer middle school students’ perceptions of school, expectations from school, and attitudes toward school. Of particular concern was how these students’ perceptions, expectations, and attitudes developed over a 5-month period. The theoretical framework for the study was derived from Vygotsky’s (1978) sociocultural theory; second language acquisition (SLA) theories (Dulay & Burt, 1973; Krashen, 1982; Johnson, 1996; Long, 1985; Schumann, 1978); and Norton’s (1997) theory of identity, investment, and imagined communities. The participants in this study were 4 Spanish-speaking middle school students enrolled in an Intensive English to Speakers of Other …