Social and Cultural Capital Across Contexts: Mandarin-Speaking English Language Learning Children's First and Second Language Literacy Learning at Home, in the Community, and in Multiple Classrooms
Jiang, Yih-Lin
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https://hdl.handle.net/2142/80093
Description
Title
Social and Cultural Capital Across Contexts: Mandarin-Speaking English Language Learning Children's First and Second Language Literacy Learning at Home, in the Community, and in Multiple Classrooms
Author(s)
Jiang, Yih-Lin
Issue Date
2009
Doctoral Committee Chair(s)
Willis, Arlette I.
Department of Study
Secondary and Continuing Education
Discipline
Secondary and Continuing Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Language
eng
Abstract
In the three classrooms where English was the language of instruction, the literacy practices provided by the ESL teacher appeared to be more effective in increasing ELLs' L2 linguistic capital due to her explicit instruction on literacy components, use of accommodated speech, and giving constructive feedback on the ELL children's writing. In contrast, the 4th grade and 5th grade mainstream teachers' literacy practices fell into the misconceptions reported by researchers. Another implication concerns in-service teachers' professional development, which assists them in advancing their knowledge and skills to provide quality literacy instruction for ELLs.
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