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Academic Language Development throug...

Kim, Hye Yeong.

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Academic Language Development through Technology: English Learners in a Fifth Grade Science Class.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Academic Language Development through Technology: English Learners in a Fifth Grade Science Class./
作者:	Kim, Hye Yeong.
面頁冊數:	193 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556096
ISBN:	9781267978226

Academic Language Development through Technology: English Learners in a Fifth Grade Science Class.
Kim, Hye Yeong.

Academic Language Development through Technology: English Learners in a Fifth Grade Science Class. - 193 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2013.

Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure.

ISBN: 9781267978226Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Academic Language Development through Technology: English Learners in a Fifth Grade Science Class.
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500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Advisers: Martha H. Bigelow.
502 $a Thesis (Ph.D.)--University of Minnesota, 2013.
520 $a Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure.
520 $a Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities.
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