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An Action Research Study of Content Area Vocabulary and Spanish English Language Learners
Başlık:
An Action Research Study of Content Area Vocabulary and Spanish English Language Learners
Yazar:
Chavez, Migdalia, author.
ISBN:
9780355961447
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (125 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Advisors: Robin Throne Committee members: Laurie Wellner.
Özet:
The purpose of this qualitative action research study was to explore middle school content area teacher experiences and perceptions for best practices and strategies to teach content vocabulary to middle school Spanish ELLs in a private elementary school on the northwest side of Chicago. The problem was Spanish English language learners (ELLs) with phonological short-term memory (PSTM) deficits have a semantic weakness that restricts and affect their ability to store and process verbal information. The target population was content area teachers at one private elementary school on the northwest side of Chicago, and purposive sampling included 10 teachers who participated in a semi-structured interview and shared their perceptions and best practices for teaching L2 vocabulary to ELLs. Data collection included semi-structured interviews and data analysis employed thematic content analysis using Dedoose and Hypertranscript software. This study's findings showed results current with research on middle school ELL acquisition of L2 vocabulary and the connection to working memory. First, pre-teaching vocabulary prior to starting a lesson, addressed the growing demand on students' linguistic skills, to understand content area concepts, demonstrate connections to everyday life, and communicate new knowledge with others. Third, through the use of visuals like photos, pictures, and sketches via a vocabulary notebook students' developed word knowledge especially multiple meaning words. Fourth, ELLs with poor WM struggled to complete tasks with three or more steps, because divided attention among competing information during study, diminished learning, and increased poor academic outcomes. Fifth, ELLs must make connections between new information taught and prior knowledge from the first language (L1) and culture. Finally, efficient utilization of WM capacity requires target language proficiency and understanding via L2 reading comprehension and prior knowledge in L1. Recommendations for educational leaders (a) implement teacher content area vocabulary journals, to support L2 vocabulary instruction for Spanish ELLs with WM deficiencies, (b) use teacher vocabulary notebooks to record important events, facts, and experiences that aid staff members to make conscious decisions which support placement of Spanish ELLs with WM deficits, (c) implement ongoing action research to allow educators to explore, plan, and find solutions to identified challenges.
Notlar:
School code: 1443
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(681240.1) | 681240-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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