An Exploration of the Significance of Writing Self-Perception for Non-Traditional Adult English Language Learners: Three Case-Studies

Autor/in	Correa, Carolina T.
Titel	An Exploration of the Significance of Writing Self-Perception for Non-Traditional Adult English Language Learners: Three Case-Studies
Quelle	(2009), (187 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Delaware
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-4863-0
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; English (Second Language); Case Studies; Nontraditional Education; Adult Students; Adult Education; Curriculum Development; Writing (Composition); Self Evaluation (Individuals); Perceptual Development; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Non-traditional education; Alternative Erziehung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schreibübung; Wahrnehmungsentwicklung; Schülerverhalten
Abstract	In 2005, the U. S. Department of Education estimated that 44% of the 3 million students enrolled in non-traditional, that is, non-academic, adult education programs were English language learners. Yet, because of the overt focus that tends to be placed on oral communication, little has been done to document how these learners might view themselves as L2 writers. This study looked at two adult English language learners, enrolled in a non-traditional ESL class, as they practiced writing to accomplish self-determined real-life goals. To explore how their views of themselves as writers developed and how they compared to those that their ESL instructor held of them, a cross-case analysis of the participants' perceptions was conducted. The findings indicated that there were shared milestones or makers propelling their perceptual development forward. Insight detailing how this process unfolded is provided. These insights may be of relevance to researchers who are looking for a conceptual framework through which second language writing self-perception can be examined and to practitioners who are looking to enhance writing practice in their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10