東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Uninvited guests: The impact of Engl...

Yoon, Bogum.

Linked to FindBook

Google Book

Amazon

博客來

Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners./
Author:	Yoon, Bogum.
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0885.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125772
ISBN:	0496730614

Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners.
Yoon, Bogum.

Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners. - 226 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0885.

Thesis (Ph.D.)--State University of New York at Buffalo, 2004.

Grounded in sociocultural theory, positioning theory, and culturally relevant pedagogy, my collective case study explores three English teachers and one ESL teacher who work together teaching middle grades English language learners (ELLS). The purpose of this study is to examine teachers' perceptions of their roles in teaching ELLS, their work to facilitate ELLs' language and literacy learning, and the impact of their teaching approaches on the students' identities. Major data types included participant observation, teacher and focal student interviews, and relevant teaching and learning artifacts. The key findings are fourfold. First, according to the teachers' different approaches, the ELLs' identities are shaped through actions that position them as powerful, strong students or as powerless, poor students. Second, hidden power relations in mainstream context that appear to be highly interactive and student-centered can inadvertently position the ELLs as isolated and powerless. Third, the ELLs can be positively influenced by the teachers' literacy approaches which acknowledge their cultural and linguistic differences and negatively by those which do not. Finally, the ESL program structures create negative influence not only on the teachers but also on the ELLs. My findings suggest the significance of the teachers' roles in teaching and positioning their ELLs in terms of their engagement as a legitimate and acceptable group in American schools. The study suggests the need to restructure teacher preparation programs and the ESL programs. The aim of this study is to fill the gap in our understanding of ELLs' literacy and learning and help American teachers and educators reflect upon their roles and their pedagogies to better understand English language learners in American schools.

ISBN: 0496730614Subjects--Topical Terms:

539262
Education, Secondary.

Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners.
LDR:02800nmm 2200289 4500 001 1842721
005 20051018082357.5
008 130614s2004 eng d
020 $a 0496730614
035 $a (UnM)AAI3125772
035 $a AAI3125772
040 $a UnM $c UnM
100 1 $a Yoon, Bogum. $3 1930967
245 1 0 $a Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners.
300 $a 226 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0885.
500 $a Major Professor: Suzanne Miller.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2004.
520 $a Grounded in sociocultural theory, positioning theory, and culturally relevant pedagogy, my collective case study explores three English teachers and one ESL teacher who work together teaching middle grades English language learners (ELLS). The purpose of this study is to examine teachers' perceptions of their roles in teaching ELLS, their work to facilitate ELLs' language and literacy learning, and the impact of their teaching approaches on the students' identities. Major data types included participant observation, teacher and focal student interviews, and relevant teaching and learning artifacts. The key findings are fourfold. First, according to the teachers' different approaches, the ELLs' identities are shaped through actions that position them as powerful, strong students or as powerless, poor students. Second, hidden power relations in mainstream context that appear to be highly interactive and student-centered can inadvertently position the ELLs as isolated and powerless. Third, the ELLs can be positively influenced by the teachers' literacy approaches which acknowledge their cultural and linguistic differences and negatively by those which do not. Finally, the ESL program structures create negative influence not only on the teachers but also on the ELLs. My findings suggest the significance of the teachers' roles in teaching and positioning their ELLs in terms of their engagement as a legitimate and acceptable group in American schools. The study suggests the need to restructure teacher preparation programs and the ESL programs. The aim of this study is to fill the gap in our understanding of ELLs' literacy and learning and help American teachers and educators reflect upon their roles and their pedagogies to better understand English language learners in American schools.
590 $a School code: 0656.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0533
690 $a 0279
690 $a 0525
710 2 0 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Miller, Suzanne, $e advisor
790 $a 0656
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125772