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Full-Text Articles in Education

Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu Jan 2019

Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu

Doctoral Dissertations

The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning.

The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that inform this dissertation study. This literature review explores systemic functional linguistics, or SFL, which explicitly situates one’s meaning-making in a social context. This review also explores critical instantiations of SFL, which emerged across disciplines. Then, I design a conceptual framework that is essential for my inquiry. I revisit (critical) SFL theories of text and context, and weave them together with post-structuralist theories of identity to investigate collegiate Japanese language learners’ identity and their meaning-making. Based on this conceptual framing, I propose a new pedagogy. This pedagogy resides in literacy practices which enhance learners’ awareness of linguistic choice in a social context (Rose & Martin, 2012), while it also actively incorporates literacy practices in which individuals can invest their time and effort in negotiation with their future affiliation (Norton Peirce, 1995; Norton 2013). I utilized this pedagogy to teach a personal narrative genre in a US college level elementary Japanese course. By drawing on Fairclough’s critical discourse analysis (1989; 1992; 2003), I conducted textual analysis on each participant’s personal narrative texts and interpreted the linguistic cues in reference to their negotiations with identities and ...


Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry Dec 2016

Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry

Doctoral Dissertations

In the last 40 years, there has been a shift in where deaf and hard-of-hearing (d/hh) students have been educated (Foster & Cue, 2009), with a majority of d/hh students now spending at least part of their school day in the general education classroom instead of residential or day-schools for the deaf. Many of these students receive specialized support from an itinerant teacher. D/hh children have unique language needs due to their access (or lack thereof) to natural language for acquisition purposes. Insufficient access to language, ASL or English, may be due to: delays in identification and/or ...


Practices And Routines In Siwi Lessons That Develop Skills In Reading, Paulson A. Skerrit Dec 2015

Practices And Routines In Siwi Lessons That Develop Skills In Reading, Paulson A. Skerrit

Doctoral Dissertations

The average performance of Deaf and hard of hearing (D/hh) students on test of reading comprehension is several grade equivalents below their high school hearing peers. The reading-writing connection is one way to address the literacy challenges of D/hh learners. This study explored that connection in instruction that was driven with a high fidelity to the principles of Strategic Interactive Writing Instruction (SIWI). The data for this study came from two grade three classes involved in the second half of a Year II project that was part of a 3-year Institute of Education Sciences-funded project to develop SIWI ...


Teachers Adapting Common Core Informational-Text Writing Instruction For Students With Mild To Moderate Disabilities, Diana Hawley Jan 2014

Teachers Adapting Common Core Informational-Text Writing Instruction For Students With Mild To Moderate Disabilities, Diana Hawley

Doctoral Dissertations

With the adoption of the Common Core State Standards, students must now become skilled at using different types of writing to help them critique text and process information. They also are required to write informational text. Informational-text writing is challenging for students with mild to moderate disabilities, including students with language-learning disabilities, who often struggle with aspects of language necessary for learning to read and write. These students show striking challenges with productivity, grammatical and spelling accuracy, and sentence complexity, with differences in performance by genre (Koutsoftas & Gray, 2012; Scott & Windsor, 2000; Troia, Lin, Cohen, & Monroe, 2011). In order to help students meet the new writing standards, general-education teachers need to reconsider how they adapt writing instruction for students with language-learning disabilities in their classrooms.

This qualitative study examined the process of change among three third-grade teachers who participated in an 8-week writing-adaptation innovation. The Concerns-Based Adoption Model (CBAM) (Hall & Hord, 1987; Hall, Wallace, & Dossett, 1973) served as the conceptual framework ...


The Effects Of Elaborative Vocabulary Instruction On The Vocabulary, Written Explanations, And Knowledge Structures Of Sixth-Grade Students With And Without Disabilities, Marijude Wolf Jan 2013

The Effects Of Elaborative Vocabulary Instruction On The Vocabulary, Written Explanations, And Knowledge Structures Of Sixth-Grade Students With And Without Disabilities, Marijude Wolf

Doctoral Dissertations

Writing is a complex process that presents challenges for middle school teachers and their students with and without disabilities. A particular area of difficulty is the application of content-area vocabulary in the explanatory writing of sixth-grade students. This two-group quasi-experimental study investigated the effectiveness of an elaborative vocabulary strategy instruction on the vocabulary scores, concept map scores, explanatory writing, and self-efficacy and attitudes towards writing of 104 sixth-grade students with and without disabilities enrolled in an urban charter public middle school. The study was conducted over a four-week period. The results showed that the elaborative vocabulary instruction had statistically significant ...


On The Same Page: The Experience Of Instructors And Students As They Give And Receive Written Feedback In Higher Education, Michele Heide Williams Aug 2012

On The Same Page: The Experience Of Instructors And Students As They Give And Receive Written Feedback In Higher Education, Michele Heide Williams

Doctoral Dissertations

Academic writing in higher education remains a chief means of assessing student understanding, making instructor response to student writing an important way of providing summative and formative feedback for students. Writing and response offer insights into the ways in which students construct understanding within disciplinary contexts and the ways in which instructors facilitate those efforts. The present study explores two aspects of writing in higher education:1) the experience of faculty members who require and respond to writing from students, and 2) the experience of students as recipients of instructor responses to their academic writing. To explore the experience of ...


Developing Students’ First Language Through A Second Language Writing Intervention: A Simultaneous Approach, Hannah Marie Dostal May 2011

Developing Students’ First Language Through A Second Language Writing Intervention: A Simultaneous Approach, Hannah Marie Dostal

Doctoral Dissertations

Deaf and hard of hearing (d/hh) children often acquire an L1 after age 3, thus are arguably more diverse than that of the general bilingual population. A unique problem therefore exists among d/hh late language learners—they often do not have an L1 to later develop an L2. This study investigated the impact of an English writing intervention (Strategic and Interactive Writing Instruction, SIWI) that incorporates support for the development of American Sign Language in an effort to illustrate the necessity of explicitly addressing the proposed interdependence of language learning.

The research involved providing 23 upper elementary and ...