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A Multicase Study of Second Language...

Chenowith, Natasha H.

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A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents./
作者:	Chenowith, Natasha H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	264 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10597683
ISBN:	9781369772722

A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents.
Chenowith, Natasha H.

A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 264 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2017.

The purpose of this multicase study was to examine how English as a second language (ESL) teachers teach writing to English language learners in grades 5-8. A qualitative multicase study design was used to explore the participants' teaching by addressing the following questions: (a) How do ESL teachers teach writing to English language learners in grades 5-8? (b) How do ESL teachers explain their pedagogical decisions for second language (L2) writing instruction? This study used Lantolf's Sociocultural Theory of Second Language Acquisition to understand how the teachers used mediating tools toward the goal of teaching second language writing. Participants were two ESL teachers in Ohio. Multiple sources of data were collected: a qualitative survey, classroom observations, fieldnotes, three semi-structured interviews with each participant lasting between 45-75 minutes each, instructional artifacts, and analytic memos.

ISBN: 9781369772722Subjects--Topical Terms:

516208
English as a second language.

A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents.
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520 $a The purpose of this multicase study was to examine how English as a second language (ESL) teachers teach writing to English language learners in grades 5-8. A qualitative multicase study design was used to explore the participants' teaching by addressing the following questions: (a) How do ESL teachers teach writing to English language learners in grades 5-8? (b) How do ESL teachers explain their pedagogical decisions for second language (L2) writing instruction? This study used Lantolf's Sociocultural Theory of Second Language Acquisition to understand how the teachers used mediating tools toward the goal of teaching second language writing. Participants were two ESL teachers in Ohio. Multiple sources of data were collected: a qualitative survey, classroom observations, fieldnotes, three semi-structured interviews with each participant lasting between 45-75 minutes each, instructional artifacts, and analytic memos.
520 $a Findings revealed that these two ESL teachers only spent 11-12.5% of their instructional time in ESL on writing. In addition to receiving nominal time, writing tasks were limited in length and scope; students did not write anything longer than a paragraph in length and often only wrote individual sentences. Participants cited several obstacles they cited as impeded their writing instruction.
520 $a The implications of this research point to the need to include writing pedagogy in ESL endorsement programs, the need for districts to implement defined goals and writing curricula for English learners, and the need to expand writing instruction beyond basic skills in order to prepare English learners for education, vocation, and everyday life.
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