Cultivating Passion in Teaching English Language Learners: A Critical Analytical Inquiry

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Autor/in	Webbert, Victoria Vazquez
Titel	Cultivating Passion in Teaching English Language Learners: A Critical Analytical Inquiry
Quelle	(2007), (244 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Georgia Southern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Discourse; Critical Theory; Second Language Learning; Prior Learning; English (Second Language); Second Language Instruction; Student Diversity; Cultural Differences; Autobiographies; Language Proficiency; Multicultural Education; Educational Philosophy; Cultural Influences; Teaching Methods; Federal Legislation; Curriculum; Learning Theories; Bilingualism; Language Skills; Foreign Countries; Hispanic Americans; High School Students; Suburban Schools; Secondary School Teachers; Hidden Curriculum; Ability Identification; Language Teachers; Language Processing; Georgia; Puerto Rico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Discourse; Diskurs; Kritische Theorie; Zweitsprachenerwerb; Vorkenntnisse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kultureller Unterschied; Autobiography; Autobiografie; Autobiographie; Language skill; Language skills; Sprachkompetenz; Multikulturelle Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Bundesrecht; Curricula; Lehrplan; Rahmenplan; Learning theory; Lerntheorie; Bilingualismus; Ausland; Hispanic; Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Heimlicher Lehrplan; Language teacher; Sprachunterricht; Sprachverarbeitung
Abstract	In this theoretical dissertation my aim is to research the academic literature in the field of second language acquisition (SLA), compare it to the life experiences of past and/or present students, colleagues, children and myself to reflect and summarize my learning in the form of a conceptual framework that I have named, "Framework for Understanding the Teaching and Learning of English Language Learners." The ever increasing number of diverse students in US schools along with the demand for standardized learning and assessments has created a range of challenges for educators that I seek to attend to with the writing of this dissertation. I use the terms second language learners (L2), English Language Learners (ELLs), diverse learners and linguistically and culturally diverse students interchangeably to conform to the terms appearing in the larger academic field of Second Language Acquisition (SLA) and to vary the academic discourse. These labels refer to students who know a language other than English at varied levels of proficiency; have prior knowledge dissimilar to that of the mainstream population and share differing cultural worldviews. My inquiry revolves around the question: How does "Framework for Understanding the Teaching and Learning of English Language Learners," reflect current findings in SLA research to assist educators in making effectual instructional decisions when planning and delivering teaching for ELLs? I selected critical pedagogy for my theoretical framework and critical analytical inquiry for my methodology. The literature review helps me to formulate my philosophical stance and critical claims within the field of Curriculum Studies, synthesize my critical reading, point at the perceived gap and justify my contributions to the academic field. The results and conclusions surge from the synthesis of documents that are reflected and confirmed in the auto/biographical anecdotes, the school portraiture and the researcher's participation in the educational setting for over thirty years. An appendix presents: Determining the Student's English Proficiency Stage. (Contains 4 tables and 8 figures (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10