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    • UCSB electronic theses and dissertations
      • A microethnographic discourse analysis of long-term English language learners (LTELLs) in a 9th grade specially designed academic instruction in English (SDAIE) earth science classroom

A microethnographic discourse analysis of long-term English language learners (LTELLs) in a 9th grade specially designed academic instruction in English (SDAIE) earth science classroom

Author:
Balatayo, Jomeline
Degree Supervisor:
Richard P. Duran
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2014
Issued Date:
2014
Topics:
Education, English as a Second Language
Keywords:
Ethnography
Long-Term English Language Learners
Sheltered Instruction
Science
SDAIE
Secondary Education
Genres:
Online resources and Dissertations, Academic
Degree Grantor:
University of California, Santa Barbara. Education
Dissertation:
Ph.D.--University of California, Santa Barbara, 2014
Description:

Research on English Language Learners (ELLs) has focused on improving academic language, literacy development and assessment (August & Shanahan, 2006), and instructional approaches (Dolson & Burnham-Massey, 2010). However, less is known about addressing the linguistic and academic demands of Long-Term English Language Learners (LTELLs), recently defined in California as 6 th-12th graders. At the individual level, this is a student "enrolled in schools in the United States for more than six years, [and who] has remained at the same English language proficiency level for two or more consecutive years" (AB 2193, 2012). This qualitative study analyzed how the teacher in a 9th grade Specially Designed Academic Instruction in English (SDAIE) Earth Science class provided LTELLs opportunities to learn scientific language practices, and how they took up the instructional opportunities she made available. It highlights the challenges LTELLs face in science classrooms based on evidence at the case study level, underscoring implications for the implementation of the forthcoming Next Generation Science Standards (NGSS) in secondary-level SDAIE classrooms.

Physical Description:
1 online resource (189 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f37p8whc
ISBN:
9781321349115
Catalog System Number:
990045116670203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Jomeline Balatayo
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