Examining the Structures that Impact English Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom

Autor/inn/en	Wassell, Beth A.; Hawrylak, Maria Fernandez; LaVan, Sarah-Kate
Titel	Examining the Structures that Impact English Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom
Quelle	In: Education and Urban Society, 42 (2010) 5, S.599-619 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510375598
Schlagwörter	High Schools; Empathy; English (Second Language); Second Language Learning; Teaching Methods; Qualitative Research; Urban Schools; Caring; Schemata (Cognition); Personal Narratives; Access to Education; Student Needs; Student Attitudes; Interviews + Suchen Sie Ihr Suchwort? High school; Oberschule; Empathie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Care; Pflege; Sorge; Betreuung; Cognition; Schema; Kognition; Erlebniserzählung; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students' agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as space, and time, and a schema of caring, which were created by teachers' practices. They also included roadblocks, such as poor instructional practices, a lack of empathy of students' experiences, and diminished access to the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10