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ESL Teachers Experiences and Percept...

John, Mary Anne.

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ESL Teachers Experiences and Perceptions of Developing Multilingual Learners' Academic Literacies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	ESL Teachers Experiences and Perceptions of Developing Multilingual Learners' Academic Literacies./
Author:	John, Mary Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	223 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22582908
ISBN:	9781088335451

ESL Teachers Experiences and Perceptions of Developing Multilingual Learners' Academic Literacies.
John, Mary Anne.

ESL Teachers Experiences and Perceptions of Developing Multilingual Learners' Academic Literacies. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 223 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2019.

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

This dissertation explores the development of the Academic Literacies of multilingual learners in the multicultural settings of a Toronto College. More specifically, it addresses teacher reported experiences and reported perceptions of developing the Academic Literacies of multilingual learners. It uses a unified conceptual framework encompassing established aspects of ESL materials and methodology, namely, teacher roles, learner roles, materials' roles, activities' roles, and academic literacies development roles to establish essential differences between the plural-noun Academic Literacies and other forms of single-noun literacy approaches. It applies this theoretical and methodological frame to the analysis of its three kinds of data sets: One, an online email Survey; Two, oral face-to-face Interviews; and, Three, written Reflections. It uses an online Qualtrics survey to establish teacher perceptions of the development of multilingual learners' Academic Literacies. Then, it uses face-to-face interviews to examine teacher reported experiences in developing multilingual learners' Academic Literacies. Finally, post-interviews, it analyzes its participants' reported perceptions of developing the Academic Literacies of multilingual learners. Its findings establish the presence of consistent teacher attempts at incorporating learner backgrounds, fluency levels, and individual goals in creating a learner-centered and inclusive literacy education in an academic atmosphere that honors students' real-life aspirations.

ISBN: 9781088335451Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Academic literacies

ESL Teachers Experiences and Perceptions of Developing Multilingual Learners' Academic Literacies.
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500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
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520 $a This dissertation explores the development of the Academic Literacies of multilingual learners in the multicultural settings of a Toronto College. More specifically, it addresses teacher reported experiences and reported perceptions of developing the Academic Literacies of multilingual learners. It uses a unified conceptual framework encompassing established aspects of ESL materials and methodology, namely, teacher roles, learner roles, materials' roles, activities' roles, and academic literacies development roles to establish essential differences between the plural-noun Academic Literacies and other forms of single-noun literacy approaches. It applies this theoretical and methodological frame to the analysis of its three kinds of data sets: One, an online email Survey; Two, oral face-to-face Interviews; and, Three, written Reflections. It uses an online Qualtrics survey to establish teacher perceptions of the development of multilingual learners' Academic Literacies. Then, it uses face-to-face interviews to examine teacher reported experiences in developing multilingual learners' Academic Literacies. Finally, post-interviews, it analyzes its participants' reported perceptions of developing the Academic Literacies of multilingual learners. Its findings establish the presence of consistent teacher attempts at incorporating learner backgrounds, fluency levels, and individual goals in creating a learner-centered and inclusive literacy education in an academic atmosphere that honors students' real-life aspirations.
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