Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/61687

High school teacher perspectives and practices: second language writing and language development

Item Summary

Title:High school teacher perspectives and practices: second language writing and language development
Authors:Gilliland, Betsy
Keywords:English as a second language
adolescent literacy
Writing
Date Issued:2015
Publisher:Taylor & Francis
Citation:Gilliland, B. (2015). High school teacher perspectives and practices: second language writing and language development. Language and Education, 29(4), 287-301. doi:10.1080/09500782.2014.1001398
Abstract:Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic writing, and (2) to what extent these perspectives manifested in the teachers’ writing instruction. Analyses suggest that both the teachers felt that language could be learned inductively through exposure to models and that writing instruction should focus on essay structure and correctness. Their teaching, however, was also constrained by accountability pressures from high stakes writing assessments. I argue that the teachers? approaches reflected a restrictive understanding not aligned with a situated perspective on language and writing development and therefore denied their multilingual students’ opportunities to learn academic language for writing.
URI:http://hdl.handle.net/10125/61687
DOI:10.1080/09500782.2014.1001398
Rights:18-month embargo on sharing accepted manuscript on institutional repository
Volume:29
Issue/Number:4
Appears in Collections: SLS Faculty & Researcher Works


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