Tools

LEADER 03493cam 2200541Ii 4500

001 on1257305360;

003 OCoLC;

005 20211119101323.0;

006 m o d ;

007 cr unu||||||||;

008 210622s2021 ncua obm 000 0 eng d;

035 a| (Sirsi) o1257305360;

035 a| (OCoLC)1257305360;

049 a| EREE;

090 a| P118.2;

100 1 a| Hotaki, Zarmina,e| author.?| UNAUTHORIZED;

245 10 a| Dual language learning :b| using first language as a scaffold for second language acquisition and learning /c| by Zarmina Hotaki.;

246 3 a| Dual language learning using first language as a scaffold for second language acquisition and learning.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2021.;

300 a| 204 pages :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 2.424 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2021.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed November 4, 2021).;

520 3 a| For most English language learners, translanguaging strategies applied in a fully inclusive classroom are most effective for acquiring second-language competency. However, teachers of non-language subjects such as math and science are often unaware of translanguaging techniques and may be resistant to using them as outside their area of competence or responsibility. We carried out participatory action research (PAR) to help secondary science and math teachers to develop practices to support ELLs in a school with a high proportion of Arabic- speaking students. After two cycles of inquiry in which co-practitioner researchers and the principal jointly planned scaffolding lessons and conducted follow-up observations and conversations, adoption of the new techniques was still impeded by teachers' insecurity about their own language skills and their reliance on prior experiences and beliefs to guide classroom decisions. In addition, the micropolitical context did not fully support language development in content classrooms. A more personalized coaching approach would aid teachers in incorporating new pedagogical structures, especially if schoolwide policy and professional learning opportunities are supportive.;

504 a| Includes bibliographical references.;

650 0 a| Second language acquisitionx| Study and teaching.=| ^A209952;

650 0 a| Arab students.=| ^A834235;

650 0 a| Education, Bilingual.=| ^A4745;

650 0 a| Multicultural education.=| ^A326281;

653 a| English Langue Learners;

653 a| Dual-Language Interventions;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/9051;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5636936;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636936-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/22/2021x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636936-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/22/2021x| ETDz| HERESOURCE;

Dual language learning : using first language as a scaffold for second language acquisition and learning / by Zarmina Hotaki.

Author/creator	Hotaki, Zarmina author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2021.
Description	204 pages : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Second language acquisition--Study and teaching. Arab students. Education, Bilingual. Multicultural education.

Variant title	Dual language learning using first language as a scaffold for second language acquisition and learning.
Summary	For most English language learners, translanguaging strategies applied in a fully inclusive classroom are most effective for acquiring second-language competency. However, teachers of non-language subjects such as math and science are often unaware of translanguaging techniques and may be resistant to using them as outside their area of competence or responsibility. We carried out participatory action research (PAR) to help secondary science and math teachers to develop practices to support ELLs in a school with a high proportion of Arabic- speaking students. After two cycles of inquiry in which co-practitioner researchers and the principal jointly planned scaffolding lessons and conducted follow-up observations and conversations, adoption of the new techniques was still impeded by teachers' insecurity about their own language skills and their reliance on prior experiences and beliefs to guide classroom decisions. In addition, the micropolitical context did not fully support language development in content classrooms. A more personalized coaching approach would aid teachers in incorporating new pedagogical structures, especially if schoolwide policy and professional learning opportunities are supportive.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed November 4, 2021).
Dissertation note	Ed.D. East Carolina University 2021.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Dual language learning : using first language as a scaffold for second language acquisition and learning / by Zarmina Hotaki.

Click here for more information about this title

Availability