Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66888

Reading, writing, and learning English in an American high school classroom

File Size Format  
27 2 10125 66888 gilliland.pdf 264.06 kB Adobe PDF View/Open

Item Summary

Title:Reading, writing, and learning English in an American high school classroom
Authors:Gilliland, Betsy
Keywords:high school
curriculum
standards
English learners
multilingual
Date Issued:Oct 2015
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:Commercial publishers have shaped reading and writing instruction in American schools through their interpretations of state-developed reading and writing standards and standards-aligned materials, which teachers then implement in English classes, including those serving multilingual learners. This paper uses microethnographic discourse analysis to examine how reliance on published texts for reading activities led a teacher to focus on correct answers and formulaic writing tasks, whereas teacher-created activities fostered greater engagement among multilingual learners. Focused on a ninth grade English class at a California public high school, this study’s findings suggest that reading was used primarily in service of preparation for high stakes writing assessments, but teachers can adapt their instruction to better build on multilingual students’ existing knowledge and curiosity.
URI:http://hdl.handle.net/10125/66888
ISSN:1539-0578
DOI:10125/66888
Volume:27
Issue/Number:2
Appears in Collections: Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.