High School Teacher Perspectives and Practices: Second Language Writing and Language Development

Autor/in	Gilliland, Betsy
Titel	High School Teacher Perspectives and Practices: Second Language Writing and Language Development
Quelle	In: Language and Education, 29 (2015) 4, S.287-301 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.1001398
Schlagwörter	Ethnography; Academic Discourse; Writing (Composition); Multilingualism; Second Language Learning; Interviews; English (Second Language); Writing Instruction; Essays; Accountability; High Stakes Tests; Teaching Methods; Minority Group Students; Second Language Instruction; High School Students; California + Suchen Sie Ihr Suchwort? Ethnografie; Discourse; Diskurs; Schreibübung; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Essay; Aufsatzunterricht; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01