Literaturnachweis - Detailanzeige
| Autor/inn/en | Sweeney, Meghan A.; Townsend, Dianna |
|---|---|
| Titel | An Analysis of Discipline-Specific Academic Language Learning in Middle-School Students |
| Quelle | In: Middle Grades Research Journal, 12 (2018) 1, S.9-21 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1937-0814 |
| Schlagwörter | Intellectual Disciplines; Academic Language; Middle School Students; Social Studies; Pretests Posttests; Language Acquisition |
| Abstract | The present study explores the development of academic language and social studies discourse norms among a diverse sample of middle school students, as well as how language development aids rhetorical choices in students' writing. Over the course of 1 semester, students (n = 37) made statistically and practically significant gains in academic language, and those gains were related to rhetorically stronger writing samples. This in-depth view of middle school students' academic language in social studies is instructive for both professional development and pedagogical decision-making. Furthermore, the patterns of performance and description of "how" students use linguistic features characteristic of academic language, in general and in social studies discourse specifically, advance understanding of the connections between rhetoric and disciplinary literacy. Finally, the findings provide clarity as to how students use specific features of academic language to compose an extended definition of a discipline-specific word. (As Provided). |
| Anmerkungen | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/middle-grades-research-journal.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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