Comments from the Classroom: A Case Study of a Generation-1.5 Student in a University IEP and beyond

Autor/in	Vasquez, Camilla
Titel	Comments from the Classroom: A Case Study of a Generation-1.5 Student in a University IEP and beyond
Quelle	In: Canadian Modern Language Review, 63 (2007) 3, S.345-370 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Refugees; Classroom Techniques; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Student Participation; Oral Language; Language Proficiency; Academic Achievement; Interviews; Learning Motivation; College Students + Suchen Sie Ihr Suchwort? Flüchtling; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Schulleistung; Interviewing; Interviewtechnik; Motivation for studies; Lernmotivation; Collegestudent
Abstract	This case study examines the patterns of participation of one US-educated refugee student in a university intensive English program (IEP). Specifically, I illustrate how the focal student used her advanced oral proficiency and prior experience with US educational norms and practices to engage in various interactional behaviours, such as shifting participation structures, taking an active role in classroom management, and positioning herself as more knowledgeable than her peers. Using observational and interview data, I demonstrate that such behaviours resulted in teachers' constructions of this student as "highly engaged and motivated" despite their assessment of her written work as "poor-to-average." Finally, I link this student's behaviours to classroom performance outcomes and show that although her "good student" behaviours enabled her to complete her high school and university ESL programs successfully, those behaviours--and her highly advanced oral proficiency--were ultimately insufficient to ensure her academic success beyond the IEP. (Contains 1 table and 20 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10