AN EXPLORATION INTO TEACHERS’ UNDERSTANDINGS AND OPERATIONALIZATION OF ACADEMIC LANGUAGE AND EXPLICIT READING COMPREHENSION STRATEGY INSTRUCTION FOR SECONDARY ENGLISH LEARNERS

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Lenis-Sucerquia, E. (2019). AN EXPLORATION INTO TEACHERS’ UNDERSTANDINGS AND OPERATIONALIZATION OF ACADEMIC LANGUAGE AND EXPLICIT READING COMPREHENSION STRATEGY INSTRUCTION FOR SECONDARY ENGLISH LEARNERS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

ABSTRACTAn exploration into teachers’ understandings and operationalization of Academic Language and Explicit Reading Comprehension Strategy Instruction for secondary English learners.It has been established that language is at the heart of teaching and learning (Dicerbo et al., 2014), and for English learners, language represents the challenge that determines their access to comprehension of academic texts and eventual learning and success in school. The purpose of this case study was to explore the understandings and operationalization of academic language and explicit reading comprehension strategy instruction for ELs in secondary school. AL refers to the language used in school to help students acquire and use knowledge (Dicerbo et al., 2014). ERCSI refers to the explicit teaching of reading comprehension strategies that learners use to access content knowledge from the texts they read and interact with (Medina & Pilonieta, 2009). This study was framed on sociocultural theory. Sociocultural theory makes emphasis on a social construction of knowledge, which individuals develop in collaboration and interaction with each other. Founded on a qualitative approach to research, this study used a case study design to explore teachers’ understandings and operationalization of AL and ERCSI for secondary ELs. This study employed teacher instructional observations, interviews and lesson plans. This case study was conducted over a period of seven weeks during the Spring of 2018. The study included two participants: One English/ESL certified teacher and one English-only certified teacher. The study was conducted at an urban high school located in the southeastern region of the United States. A cross-case analysis was used to conduct the data analysis. The main findings from this study indicate: (1) Both participants perceived and operationalized AL instruction through vocabulary instruction in Greek and Latin roots, prefixes and suffixes. (2) Both participants displayed significantly different understandings and operationalization of ERCSI as evidenced in theory and practice. (3) Participants’ understanding and operationalization of instructional practices in AL and ERCSI was significantly influenced by teacher educational background and professional development on instruction for ELs. (4) Teacher implementation of a gradual release of responsibility approach by one participant contrasts with a directive, whole class instruction approach by the other participant. (5) Both participant’s approaches to differentiation and scaffolding were influenced by different pedagogical perspectives and the use of different instructional methods, which placed emphasis on different language skills. This study generated several conclusions and implications for future research that are discussed in the final chapter.

Details
Author

Lenis-Sucerquia, Elkin

Title

AN EXPLORATION INTO TEACHERS’ UNDERSTANDINGS AND OPERATIONALIZATION OF ACADEMIC LANGUAGE AND EXPLICIT READING COMPREHENSION STRATEGY INSTRUCTION FOR SECONDARY ENGLISH LEARNERS

Physical Description

1 online resource (183 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTAn exploration into teachers’ understandings and operationalization of Academic Language and Explicit Reading Comprehension Strategy Instruction for secondary English learners.It has been established that language is at the heart of teaching and learning (Dicerbo et al., 2014), and for English learners, language represents the challenge that determines their access to comprehension of academic texts and eventual learning and success in school. The purpose of this case study was to explore the understandings and operationalization of academic language and explicit reading comprehension strategy instruction for ELs in secondary school. AL refers to the language used in school to help students acquire and use knowledge (Dicerbo et al., 2014). ERCSI refers to the explicit teaching of reading comprehension strategies that learners use to access content knowledge from the texts they read and interact with (Medina & Pilonieta, 2009). This study was framed on sociocultural theory. Sociocultural theory makes emphasis on a social construction of knowledge, which individuals develop in collaboration and interaction with each other. Founded on a qualitative approach to research, this study used a case study design to explore teachers’ understandings and operationalization of AL and ERCSI for secondary ELs. This study employed teacher instructional observations, interviews and lesson plans. This case study was conducted over a period of seven weeks during the Spring of 2018. The study included two participants: One English/ESL certified teacher and one English-only certified teacher. The study was conducted at an urban high school located in the southeastern region of the United States. A cross-case analysis was used to conduct the data analysis. The main findings from this study indicate: (1) Both participants perceived and operationalized AL instruction through vocabulary instruction in Greek and Latin roots, prefixes and suffixes. (2) Both participants displayed significantly different understandings and operationalization of ERCSI as evidenced in theory and practice. (3) Participants’ understanding and operationalization of instructional practices in AL and ERCSI was significantly influenced by teacher educational background and professional development on instruction for ELs. (4) Teacher implementation of a gradual release of responsibility approach by one participant contrasts with a directive, whole class instruction approach by the other participant. (5) Both participant’s approaches to differentiation and scaffolding were influenced by different pedagogical perspectives and the use of different instructional methods, which placed emphasis on different language skills. This study generated several conclusions and implications for future research that are discussed in the final chapter.

Genre

doctoral dissertations

Subjects--Topics

English language--Study and teaching--Foreign speakers

Degree

Ph.D.

Keywords

English Learners
Instruction
Secondary Education

Subject Area

Curriculum & Instruction

Advisor(s)

Medina, Adriana

Committee Members

Taylor, Bruce
Wakeman, Shawnee
Davin, Kristin
LaChance, Joan

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

LenisSucerquia_uncc_0694D_12214

Permalink

http://hdl.handle.net/20.500.13093/etd:1987