In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production

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dc.contributor.author Brooks, Kathryn A.
dc.date.accessioned 2006-12-01T19:16:32Z
dc.date.available 2006-12-01T19:16:32Z
dc.date.issued 2006-12-01T19:16:32Z
dc.identifier.uri http://hdl.handle.net/2097/238
dc.description.abstract This study utilized an ecobehaviorial approach to investigate the relationship between English language learner language use in middle school content area classrooms and instructional grouping configurations. The participants in the study included 28 native Spanish-speaking students who attended urban middle schools. These students were all identified as being English language learners (ELL) in need of English as a second language support services. This study used the Ecobehavioral System for the Complex Recording of Interactional Bilingual Environments (ESCRIBE) software to record data regarding contextual factors and ELL student behavior using 15 second momentary time sampling in mathematics, social studies, science, reading, and language arts classes. The program analyzed this data to determine conditional probabilities of various student behaviors given each contextual factor. The focus contextual factor of this study was instructional grouping configurations: whole class, small group, one-to-one, and individual instruction. The focus student academic responses included academic language production (writing, reading aloud, and talk academic), academic language reception (reading silently, student attention, and other academic), and other non-academic responses. In this study, the participants were most likely to produce academic language during small group and one-to-one instruction. They were least likely to engage in academic talk during whole class and individual instruction. If teachers want to encourage ELL students to produce academic language, they should consider using more small group and one-to-one instructional grouping configurations. en
dc.format.extent 679559 bytes
dc.format.mimetype application/PDF
dc.language.iso en_US en
dc.publisher Kansas State University en
dc.subject ESL en
dc.subject English language learner en
dc.subject classroom interaction en
dc.subject academic language en
dc.subject ecobehavioral en
dc.subject middle school en
dc.title In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production en
dc.type Dissertation en
dc.description.degree Doctor of Philosophy en
dc.description.level Doctoral en
dc.description.department Curriculum and Instruction Programs en
dc.description.advisor Linda P. Thurston en
dc.subject.umi Education, Bilingual and Multicultural (0282) en
dc.subject.umi Education, Curriculum and Instruction (0727) en
dc.subject.umi Education, Language and Literature (0279) en
dc.date.published 2006 en
dc.date.graduationmonth December en


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