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

dc.contributor.author Gilliland, Betsy
dc.date.accessioned 2019-02-11T19:02:02Z
dc.date.available 2019-02-11T19:02:02Z
dc.date.issued 2015
dc.identifier.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
dc.identifier.uri http://hdl.handle.net/10125/61687
dc.description.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.
dc.language.iso en-US
dc.publisher Taylor & Francis
dc.rights 18-month embargo on sharing accepted manuscript on institutional repository
dc.subject English as a second language
dc.subject adolescent literacy
dc.subject Writing
dc.title High school teacher perspectives and practices: second language writing and language development
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10.1080/09500782.2014.1001398
prism.publicationname Language and Education
prism.volume 29
prism.number 4
prism.startingpage 287
prism.endingpage 301
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