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Creating balance in L2 reading class...

University of Alberta (Canada).

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Creating balance in L2 reading classrooms: Case studies of three elementary English teachers in Korea.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Creating balance in L2 reading classrooms: Case studies of three elementary English teachers in Korea./
作者:	Lee, Young-A.
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0129.
Contained By:	Dissertation Abstracts International70-01A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=NR45552
ISBN:	9780494455524

Creating balance in L2 reading classrooms: Case studies of three elementary English teachers in Korea.
Lee, Young-A.

Creating balance in L2 reading classrooms: Case studies of three elementary English teachers in Korea. - 187 p.

Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0129.

Thesis (Ph.D.)--University of Alberta (Canada), 2008.

The present study was motivated by growing dissatisfaction with the traditional structural view of reading instruction reflected in the current national elementary English curriculum in Korea. Drawing upon the research on balanced reading instruction and teacher knowledge, the study intended to gain insights into effective L2 reading instruction from teachers' knowledge and experiences.

ISBN: 9780494455524Subjects--Topical Terms:

1017790
Education, Reading.

Creating balance in L2 reading classrooms: Case studies of three elementary English teachers in Korea.
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245 1 0 $a Creating balance in L2 reading classrooms: Case studies of three elementary English teachers in Korea.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0129.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2008.
520 $a The present study was motivated by growing dissatisfaction with the traditional structural view of reading instruction reflected in the current national elementary English curriculum in Korea. Drawing upon the research on balanced reading instruction and teacher knowledge, the study intended to gain insights into effective L2 reading instruction from teachers' knowledge and experiences.
520 $a The purpose of the study was to explore teachers' knowledge and practices in English as a foreign language reading classrooms in Korea and to identify the professional experiences they judge to have shaped their practice. I conducted multiple case studies of three elementary English teachers who have been active in professional development. Data collection primarily comprised classroom observations and interviews for a period of six months in 2006.
520 $a The findings suggest that the notion of balanced reading instruction should be broadened to include some issues unique about L2 reading. They include how to integrate the four language skills; provide phonics instruction addressing the differences between English and Korean; and make the most of students' first language. Implementing balanced L2 reading instruction also involves questions about how to create balance in the following areas as students go through different stages of reading development: planned teaching of phonics versus use of teachable moments; various types of texts; grouping of students; learners' cognitive and language needs; and practice versus meaningful use of language. My research suggests that the essence of balanced L2 reading instruction lies in its continuously emergent nature as teachers try to adapt instruction to the needs of students through a cycle of observation, practice, and reflection. It does not refer to a particular program for teachers to follow.
520 $a The findings also shed light on how teachers can be better prepared for creating balanced reading instruction. Despite their extensive professional development, the teacher participants had varying needs to improve their practice, including knowledge of phonology, high-interest storybooks for young L2 learners, and instructional strategies for phonics instruction. Teacher education programs should be varied to accommodate these needs. There should also be support for teachers' communities where they could share their practical knowledge about reading instruction developed from experience.
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