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

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dc.contributor.authorGilliland, Betsy
dc.date.accessioned2020-05-22T02:22:12Z
dc.date.available2020-05-22T02:22:12Z
dc.date.issued2015-10
dc.description.abstractCommercial 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.
dc.identifier.doi10125/66888
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66888
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjecthigh school
dc.subjectcurriculum
dc.subjectstandards
dc.subjectEnglish learners
dc.subjectmultilingual
dc.titleReading, writing, and learning English in an American high school classroom
dc.typeSpecial
dc.type.dcmiText
local.rfl.topicReading Instruction
prism.endingpage293
prism.number2
prism.startingpage272
prism.volume27

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Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing