Academic Language Development through Technology: English Learners in a Fifth Grade Science Class

Autor/in	Kim, Hye Yeong
Titel	Academic Language Development through Technology: English Learners in a Fifth Grade Science Class
Quelle	(2013), (194 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-7822-6
Schlagwörter	Hochschulschrift; Dissertation; Interaction; Technology Uses in Education; Science Instruction; English Language Learners; Interpersonal Communication; Language Usage; Socialization; Educational Technology; Student Responsibility; Communication Strategies; Student Behavior; Cues; Communities of Practice; Grade 5; Language Skills; English (Second Language) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Interaktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interpersonale Kommunikation; Sprachgebrauch; Socialisation; Sozialisation; Unterrichtsmedien; Kommunikationsstrategie; Student behaviour; Schülerverhalten; Stichwort; Community; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure. Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01