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Teaching writing to East Asian ESL a...

Lee, Ae Lee.

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Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers./
作者:	Lee, Ae Lee.
面頁冊數:	250 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3642424
ISBN:	9781321292411

Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers.
Lee, Ae Lee.

Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers. - 250 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2014.

This item must not be sold to any third party vendors.

This study aims to identify practices of teaching writing that are most helpful for East Asian ESL adolescents. Although prior research has examined practices of ESL writing instruction for adolescent students in general or for East Asian ESL students at the college level, to date no empirical research has been conducted on writing pedagogy specifically for East Asian students at the secondary level. This study aims to bridge that research gap.

ISBN: 9781321292411Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers.
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245 1 0 $a Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers.
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Advisers: Jane Agee; Robert Yagelski.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study aims to identify practices of teaching writing that are most helpful for East Asian ESL adolescents. Although prior research has examined practices of ESL writing instruction for adolescent students in general or for East Asian ESL students at the college level, to date no empirical research has been conducted on writing pedagogy specifically for East Asian students at the secondary level. This study aims to bridge that research gap.
520 $a Employing an in-depth, qualitative case-study method, the author interviewed two pairs of ESL and ELA teachers at two different secondary schools - one pair from a suburban high school in upstate New York and other from a large New York City middle school in the United States. Informed by Bruner's constructivist theory of instruction, Moll's concept of funds of knowledge, and prior contrastive rhetoric theory and research, the study then applied a cross-case analysis of the four cases, examining the participating teachers' views on East Asian ESL students' culturally-specific patterns of organization of written text as well as the teachers' strategies for evaluating and providing feedback on the culturally patterned writing of East Asian ESL students.
520 $a The study contributes to prior research findings that lack of organization of written content is a common feature among East Asian ESL students by confirming this feature specifically at the middle and high school levels. The study also finds a consensus among the teachers that providing explicit writing strategies of structure and conventions is of primary significance in teaching East Asian ESL writing. At the same time, the study's data support the conclusion that explicit writing instruction should be accompanied by a strategy that engages students' "funds of knowledge" to increase classroom and writing assignment opportunities to make the learning process more student-centered. In addition, teacher collaboration between ESL and ELA teachers was found to be beneficial, but the extent of teacher collaboration was heavily influenced by administrative decisions. Finally, the study revealed that the new testing requirements based on the implementation of the Common Core State Standards (CCSS) has directly influenced some teachers' instructional strategies on writing instruction for East Asian ESL students.
520 $a The study concludes by identifying several practices and by recommending the development of a secondary-level standardized ESL writing curriculum, professional development for ESL teaching professionals, and increased administrative support for collaborative partnerships between ELA teachers and ESL teachers to improve teaching writing for this student population.
590 $a School code: 0668.
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710 2 $a State University of New York at Albany. $b Educational Theory and Practice-Curriculum and Instruction. $3 1669231
773 0 $t Dissertation Abstracts International $g 76-03A(E).
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791 $a Ph.D.
792 $a 2014
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