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A Dual Language Teacher's Understand...

Alva, Katherine,

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A Dual Language Teacher's Understanding of Academic Language in a 5th Grade Language Arts Classroom /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Dual Language Teacher's Understanding of Academic Language in a 5th Grade Language Arts Classroom // Katherine Alva.
作者:	Alva, Katherine,
面頁冊數:	1 electronic resource (143 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	Bilingual education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13847386
ISBN:	9780438946293

A Dual Language Teacher's Understanding of Academic Language in a 5th Grade Language Arts Classroom /
Alva, Katherine,

A Dual Language Teacher's Understanding of Academic Language in a 5th Grade Language Arts Classroom /Katherine Alva. - 1 electronic resource (143 pages)

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Dual language programs have not only succeeded in closing the achievement gap for English language learners (ELLs), but student academic achievement is at or above grade-level (Collier & Thomas, 2014). Academic language has been identified as a key factor in predicting students' academic success (Collier, 1995; Haneda, 2014), and how teachers understand academic language might affect their approach to instruction (Aguirre-Munoz et al., 2008). There has been limited research in how a teacher makes sense of academic language within the context of language arts taught in both English and Spanish. This study explored a teacher's understandings of academic language, and how she connected her understanding of academic language in language arts within the context of an English and Spanish dual language program in order to provide insight on implementing meaningful and effective language and content instruction in a language arts classroom. Guided by Charmaz' (2006) constructivist grounded theory, ten teacher interviews were transcribed and analyzed. Van Lier and Walqui's (2012) language in action perspective provided insight on how students' ability to act was embedded at the core of a teacher's understandings of academic language. Findings indicated academic language is multidimensional and scaffolded students' 13 expression of agency. The implementation of sentence frames fostered amongst students the ability to participate in classroom activities while using academic language. Sentence frames are displayed for students, to scaffold oral and written communication about content (Levine et al., 2013). Data analysis suggested the need for further clarification in terms of the teacher's own pedagogical language knowledge (PLK) (Bunch, 2013), content knowledge, and Spanish academic language. The implementation of sentence frames restricted opportunities to engage in meaningful language learning activities; hence, minimizing both teacher and student's expression of agency as they attempted to engage in classroom activities. The demand to prepare inservice and pre-service teachers qualified to meet the academic language and content need of students increases as the number of dual language programs surges across the nation. Initiatives designed to support dual language teachers' preparation should consist of scaffolding teachers' understanding of academic language, and how it works in specific academic disciplines.

English

ISBN: 9780438946293Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Academic language

A Dual Language Teacher's Understanding of Academic Language in a 5th Grade Language Arts Classroom /
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520 $a Dual language programs have not only succeeded in closing the achievement gap for English language learners (ELLs), but student academic achievement is at or above grade-level (Collier & Thomas, 2014). Academic language has been identified as a key factor in predicting students' academic success (Collier, 1995; Haneda, 2014), and how teachers understand academic language might affect their approach to instruction (Aguirre-Munoz et al., 2008). There has been limited research in how a teacher makes sense of academic language within the context of language arts taught in both English and Spanish. This study explored a teacher's understandings of academic language, and how she connected her understanding of academic language in language arts within the context of an English and Spanish dual language program in order to provide insight on implementing meaningful and effective language and content instruction in a language arts classroom. Guided by Charmaz' (2006) constructivist grounded theory, ten teacher interviews were transcribed and analyzed. Van Lier and Walqui's (2012) language in action perspective provided insight on how students' ability to act was embedded at the core of a teacher's understandings of academic language. Findings indicated academic language is multidimensional and scaffolded students' 13 expression of agency. The implementation of sentence frames fostered amongst students the ability to participate in classroom activities while using academic language. Sentence frames are displayed for students, to scaffold oral and written communication about content (Levine et al., 2013). Data analysis suggested the need for further clarification in terms of the teacher's own pedagogical language knowledge (PLK) (Bunch, 2013), content knowledge, and Spanish academic language. The implementation of sentence frames restricted opportunities to engage in meaningful language learning activities; hence, minimizing both teacher and student's expression of agency as they attempted to engage in classroom activities. The demand to prepare inservice and pre-service teachers qualified to meet the academic language and content need of students increases as the number of dual language programs surges across the nation. Initiatives designed to support dual language teachers' preparation should consist of scaffolding teachers' understanding of academic language, and how it works in specific academic disciplines.
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653 $a Language arts
653 $a Teacher
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