Notes and Talk: An Examination of a Long-Term English Learner Reading-to-Learn in a High School Biology Classroom

Autor/in	Brooks, Maneka Deanna
Titel	Notes and Talk: An Examination of a Long-Term English Learner Reading-to-Learn in a High School Biology Classroom
Quelle	In: Language and Education, 30 (2016) 3, S.235-251 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1102275
Schlagwörter	Biology; Science Instruction; Reading Processes; Science Achievement; Academic Discourse; English Language Learners; English (Second Language); Second Language Learning; High School Students; Standardized Tests; Case Studies; Ethnography; Achievement Tests; Academic Achievement; State Standards; Spanish Speaking; Bilingualism; Females; California + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseprozess; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Case study; Fallstudie; Case Study; Ethnografie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Bilingualismus; Weibliches Geschlecht; Kalifornien
Abstract	Long-term English learners (LTELs) are frequently characterized as struggling with academic reading in English. This paper moves beyond broad generalizations about this population's English-reading practices to a situated analysis of one "LTEL"--Lizbeth Sanchez's--making meaning in her sophomore biology classroom. This analysis of Lizbeth's reading practices reveals that she successfully navigates the primary reading practices through which she was expected to acquire new disciplinary knowledge. Although the examined reading practices were fundamental to academic success in her biology classroom, they are distinct from those predominantly portrayed as "academic reading" on standardized tests and in the research literature. Nevertheless, these findings provide an important counter-narrative about a population that is frequently represented as lacking both academic and linguistic ability. In addition, they illustrate the significance of how academic reading is conceptualized for recognizing and building upon the abilities of "struggling readers." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01