A Case Study of a Teacher's Instructional Interactions with English Language Learners in Support of Their Literacy Development

Autor/in	Toliver, Ashleigh N.
Titel	A Case Study of a Teacher's Instructional Interactions with English Language Learners in Support of Their Literacy Development
Quelle	(2018), (83 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Pittsburgh
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-7635-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Student Relationship; English Language Learners; Literacy; Expertise; English (Second Language); African American Teachers; Instructional Effectiveness; Reading Teachers; Language Arts; Student Diversity; Culturally Relevant Education; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher student relationships; Lehrer-Schüler-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Expert appraisal; English as second language; English; Second Language; Englisch als Zweitsprache; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Sprachkultur
Abstract	The population of English language learners (ELLs) in United States schools continues to increase year after year. These students enrolled in schools in the United States face many challenges as they are learning a new language and culture. This case study was designed to investigate the research question: What are the instructional approaches used by a teacher who has demonstrated expertise in supporting ELLs in a linguistically diverse classroom? The focal teacher in the study was a 34-year-old African American woman who taught 3 rd grade Reading and Language Arts. Her classroom consisted of a diverse group of students in which the majority of the students were ELLs. There were 29 students in the classroom. Out of the 29 students, 16 received services through the English for speakers of other languages program (ESOL). Analysis of observations and interviews revealed several important themes related to her successful instruction. These included (a) group and partner work, (b) vocabulary development, (c) high expectations, (d) use of academic resources, (e) guided and modeled instruction, and (f) building relationships. In addition to the themes, the teacher also used culturally responsive pedagogy to create a supportive and enriched learning environment to meet the needs of all her students. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01