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Articles 1 - 6 of 6
Full-Text Articles in Education
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
Doctoral Dissertations
There is a paucity of research about and done by L2 Chinese educators regarding the theoretical construct of agency. It is also noted that the qualitative inquiry is marginalized in L2 Chinese research field, let alone the narrative study of the agency of experienced by L2 Chinese-teachers. In this dissertation research, I aim at filling in the gap by conducting a longitudinal autoethnography which captures over a decade (1997-2017) of my personal and professional development with an agency perspective. The highly personalized autoethnographic accounts open up my personal and professional life as an experienced, college-level, transnational, early 40’s female native …
Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu
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 …
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
Doctoral Dissertations
This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders (n=457) and …
Learning Linguistics, Teaching For Change: Preparing Secondary Educators To More Equitably Teach Disciplinary Literacies, Kathryn Accurso
Learning Linguistics, Teaching For Change: Preparing Secondary Educators To More Equitably Teach Disciplinary Literacies, Kathryn Accurso
Doctoral Dissertations
This dissertation explores ways to better prepare secondary teachers in the United States for more equitably teaching disciplinary literacies to English language learners (ELLs), a current goal of many teacher educators, literacy researchers, and applied linguists that is echoed in federal and state-level education policy. Specifically, it investigates the affordances and constraints of using a critical social semiotic approach to secondary teacher education for this purpose. The dissertation is structured as a set of three research papers, each of which addresses a different aspect of this topic. The first paper draws on existing literature to explore how a critical social …
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
Doctoral Dissertations
This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173). This year-long qualitative …
Negotiating Critical Biliteracies: Language And Literacy Learning In A Bilingual Elementary Classroom, Jing-Ji Marsha Liaw
Negotiating Critical Biliteracies: Language And Literacy Learning In A Bilingual Elementary Classroom, Jing-Ji Marsha Liaw
Doctoral Dissertations
For over two decades, US bilingual education has been underdeveloped and underexplored due to the No Child Left Behind policy. Thus, additive bilingual-education programs, which develop students’ primary language while simultaneously adding a second language (L2), are becoming more popular in K-12 schools. Traditionally, L2 theories and education tend to focus on narrow aspects of language learning, e.g., vocabulary, grammar, and skills in listening and communication. Students have rare opportunities to contextualize language or participate more deeply in an L2. This work considers a contextualized approach to bilingual education, an integrative model of critical biliteracies (Cope & Kalantzis, 2015; Luke …