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Creating a space for bilingualism: U...

Hopewell, Susan Walsh.

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Creating a space for bilingualism: Using two languages to assess and accelerate second language reading comprehension.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Creating a space for bilingualism: Using two languages to assess and accelerate second language reading comprehension./
Author:	Hopewell, Susan Walsh.
Description:	197 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419471
ISBN:	9781124194271

Creating a space for bilingualism: Using two languages to assess and accelerate second language reading comprehension.
Hopewell, Susan Walsh.

Creating a space for bilingualism: Using two languages to assess and accelerate second language reading comprehension. - 197 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .

Thesis (Ph.D.)--University of Colorado at Boulder, 2010.

The purpose of this study was to examine how fourth grade Spanish-English speaking bilingual students participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources versus when they were restricted to communicating in English only. The theoretical underpinning was that a student's learning burden is lessened when text comprehension is facilitated by access to all previous knowledge regardless of the language of acquisition. This mixed methods study employed a within group repeated measures design in which each student experienced all treatment conditions and completed a comprehension measurement activity following each literacy event.

ISBN: 9781124194271Subjects--Topical Terms:

1018115
Education, Language and Literature.

Creating a space for bilingualism: Using two languages to assess and accelerate second language reading comprehension.
LDR:03148nam 2200349 4500 001 1393697
005 20110406093033.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124194271
035 $a (UMI)AAI3419471
035 $a AAI3419471
040 $a UMI $c UMI
100 1 $a Hopewell, Susan Walsh. $3 1672259
245 1 0 $a Creating a space for bilingualism: Using two languages to assess and accelerate second language reading comprehension.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
500 $a Adviser: Kathy Escamilla.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 2010.
520 $a The purpose of this study was to examine how fourth grade Spanish-English speaking bilingual students participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources versus when they were restricted to communicating in English only. The theoretical underpinning was that a student's learning burden is lessened when text comprehension is facilitated by access to all previous knowledge regardless of the language of acquisition. This mixed methods study employed a within group repeated measures design in which each student experienced all treatment conditions and completed a comprehension measurement activity following each literacy event.
520 $a Discourse analyses revealed that bilingual students use all of their linguistic resources when processing information, communicating with others, and interacting with text regardless of discussion format. There was no evidence that students were confused by the presence of two languages, and data indicated that students were able to restrict themselves to one language or the other when required by external circumstances. Rigid language restrictions reduced students' opportunities to learn and educators' opportunities to teach.
520 $a Further, students' written recalls were scored using pausal unit analysis. Findings indicated that, on average, students included more substantive reproductions of the texts when encouraged to do so using a bilingual format than when restricted to English only. Further, a repeated measures ANOVA (topic x discussion format), revealed that there was a highly significant interaction between topic and language of discussion (p = .016). Background experiences shaped students' abilities to share their comprehension by language format. These empirical data are interpreted as indicators of the importance of culturally and linguistically sensitive educational environments for bilingual learners.
590 $a School code: 0051.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0279
690 $a 0441
710 2 $a University of Colorado at Boulder. $b Education. $3 1023248
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Escamilla, Kathy, $e advisor
790 1 0 $a Klingner, Janette $e committee member
790 1 0 $a Solano-Flores, Guillermo $e committee member
790 1 0 $a Soltero-Gonzalez, Lucinda $e committee member
790 1 0 $a Thomas-Ruzic, Maria $e committee member
790 $a 0051
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419471