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Uninvited guests: The impact of Engl...

Yoon, Bogum.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Uninvited guests: The impact of English and ESL teachers' beliefs, roles, and pedagogies on the identities of English language learners./
作者:	Yoon, Bogum.
面頁冊數:	226 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0885.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Secondary. -
電子資源:	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.
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