"Get the Word from Her Mouth": Generation 1 Learners' College Literacy Expectations Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).

Autor/in	Suh, Emily
Titel	"Get the Word from Her Mouth": Generation 1 Learners' College Literacy Expectations Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).
Quelle	(2020), (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; English (Second Language); Second Language Learning; Immigrants; College Freshmen; Reading Strategies; Reading Improvement; Reading Skills; Community College Students; Student Experience; Prior Learning; Literacy; Language Skills + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Studienanfänger; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Community college; Community colleges; College students; Community College; Collegestudent; Studienerfahrung; Vorkenntnisse; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz
Abstract	Generation 1 learners are adult-arrival immigrants who enter U.S. education through adult ESL. Verbatim speech was collected from interviews and observations of six Generation 1 learners in their first college term. This taxonomic analysis presents learners' descriptions of their college reading. Learners held complex understandings of reading, including surface-level and deep-processing strategies (Horning, 2011). However, within Model of Domain Learning (MDL) theory (Alexander, 2005), learners engaged mostly in the acclimation stage because of new vocabulary and content struggles. Although learners invested their previous experiences into their college student identities (Norton, 2013), faculty focused on vocabulary, failing to recognize learners' previous reading skills development. Findings suggest the need to balance language and literacy skills development as well as implications for MDL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01