"But Before I Go to My Next Step": A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations

Autor/inn/en	Kibler, Amanda K.; Salerno, April S.; Palacios, Natalia
Titel	"But Before I Go to My Next Step": A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 48 (2014) 2, S.222-251 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.96
Schlagwörter	Case Studies; Longitudinal Studies; Second Language Learning; Language Proficiency; High School Students; Language Patterns; Language Usage; English (Second Language); Spanish Speaking; Immigrants; Context Effect; Oral Language; Individual Differences; Educational Research + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachmodell; Sprachstruktur; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Oral interpretation; Mündlicher Sprachgebrauch; Individueller Unterschied; Bildungsforschung; Pädagogische Forschung
Abstract	This multiple case study examines patterns in the oral second language use of three Spanish-speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9-12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school-aged immigrant students in academic settings, the nature of classroom presentations, and the role of a range of contextual factors from a longitudinal perspective. Students produced relatively complex structures to mark transitions, even at early proficiency levels, likely due to opportunities for rehearsal and use of supporting written texts. Despite notable commonalities, students took varied paths in language use, responding individually to presentational environments. Such findings provide evidence that both context and individual variation contribute to oral second language use in school settings and provide a rationale for research that attends to academic and presentational settings in which students produce oral language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10