東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Narrative Experiences of High School...

Csorvasi, Veronica Iulia.

FindBook

Google Book

Amazon

博客來

Narrative Experiences of High School Students Labeled Long-Term English Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Narrative Experiences of High School Students Labeled Long-Term English Learners./
作者:	Csorvasi, Veronica Iulia.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	162 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
標題:	Bilingual education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13865208
ISBN:	9781392188279

Narrative Experiences of High School Students Labeled Long-Term English Learners.
Csorvasi, Veronica Iulia.

Narrative Experiences of High School Students Labeled Long-Term English Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 162 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2019.

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

Using a transformative framework that illuminates the lives of individuals who have been marginalized and defined by others rather than themselves, this narrative inquiry study has created a space for the voices of three high school students labeled long-term English learners (LTELs) to bring their own perspectives and narratives forward as a starting point for discussion and debate. Of the over 5 million English learners (ELs) in the United States, the vast majority are students labeled LTEL, born and schooled in the U.S. but who still do not meet the state criteria to be reclassified as fluent English speakers. Quantitative studies have repeatedly emphasized the achievement gap between general education students and those labeled LTELs and their increased risk of dropping out of school.Building upon four pillars, Dewey's experiential learning, Freire's ideas on transformative education, Cummins' seminal work on second language acquisition, and Clandinin and Connelly's three-dimensional concept of experience, the current study used semi-structured interviews as well as student artifacts to restory the students' lives. Findings demonstrated the strong connection all of the students felt with their parents' native country and how these connections had positively influenced their lives, allowing them to serve as ambassadors and bridges between two cultures. They navigated easily between Spanish and English and were also learning a third language, Chinese. The families were deeply engaged in their children's educations and often made great sacrifices so that their students could have all the educational opportunities available to them. In their journeys as ELs, all the students had struggled with academic English, and, in spite of the struggles, they persevered, creating clear dreams for their futures and plans for pursuing those dreams. All three students considered themselves language learners, even though they were all at different proficiency levels on a continuum of language acquisition. Implications for stakeholders, teachers, administrators, and policymakers were presented along with recommendations for future research.

ISBN: 9781392188279Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual

Narrative Experiences of High School Students Labeled Long-Term English Learners.
LDR:03443nmm a2200409 4500 001 2279346
005 20210817110116.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781392188279
035 $a (MiAaPQ)AAI13865208
035 $a (MiAaPQ)tamucommerce:10781
035 $a AAI13865208
040 $a MiAaPQ $c MiAaPQ
100 1 $a Csorvasi, Veronica Iulia. $3 3557792
245 1 0 $a Narrative Experiences of High School Students Labeled Long-Term English Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 162 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Colby, Sherri.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Using a transformative framework that illuminates the lives of individuals who have been marginalized and defined by others rather than themselves, this narrative inquiry study has created a space for the voices of three high school students labeled long-term English learners (LTELs) to bring their own perspectives and narratives forward as a starting point for discussion and debate. Of the over 5 million English learners (ELs) in the United States, the vast majority are students labeled LTEL, born and schooled in the U.S. but who still do not meet the state criteria to be reclassified as fluent English speakers. Quantitative studies have repeatedly emphasized the achievement gap between general education students and those labeled LTELs and their increased risk of dropping out of school.Building upon four pillars, Dewey's experiential learning, Freire's ideas on transformative education, Cummins' seminal work on second language acquisition, and Clandinin and Connelly's three-dimensional concept of experience, the current study used semi-structured interviews as well as student artifacts to restory the students' lives. Findings demonstrated the strong connection all of the students felt with their parents' native country and how these connections had positively influenced their lives, allowing them to serve as ambassadors and bridges between two cultures. They navigated easily between Spanish and English and were also learning a third language, Chinese. The families were deeply engaged in their children's educations and often made great sacrifices so that their students could have all the educational opportunities available to them. In their journeys as ELs, all the students had struggled with academic English, and, in spite of the struggles, they persevered, creating clear dreams for their futures and plans for pursuing those dreams. All three students considered themselves language learners, even though they were all at different proficiency levels on a continuum of language acquisition. Implications for stakeholders, teachers, administrators, and policymakers were presented along with recommendations for future research.
590 $a School code: 1287.
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a Second Language. $3 3423938
650 4 $a Secondary education. $3 2122779
653 $a Bilingual
653 $a ESL
653 $a LTEL
653 $a Long-term English learners
653 $a Narrative inquiry
653 $a Secondary ESL
690 $a 0282
690 $a 0441
690 $a 0533
710 2 $a Texas A&M University - Commerce. $b Supervision, Curriculum, and Instruction-Multiple Level. $3 3557793
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 1287
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13865208