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首页> 外文学位 >A longitudinal case study of a Latina bilingual teacher promoting academic literacy through social studies instruction.
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A longitudinal case study of a Latina bilingual teacher promoting academic literacy through social studies instruction.

机译：纵向拉丁裔双语老师通过社会研究指导提升学术素养的案例研究。

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摘要

This longitudinal case study explores the evolutionary practices of a newer biliterate teacher who uses social studies to promote academic literacy across bilingual contexts. Grounded in Dall'Alba and Sandberg's (2006) alternative stage model theory, and drawing from Scarcella's (2003) academic literacy framework, this study explores the embodied understanding of a social studies teacher to unveil how the case teacher navigates and enacts academic biliteracy through practices that are substantively influenced by educational policies, and her own cultural and linguistic experiences.;This investigation is guided by three research questions: (1) How does a newer teacher's identity and embodied understanding of how to promote academic literacy for English learners across contexts evolve from pre-service preparation through the first three years of teaching? (2) What influences shape the social studies instructional decisions of a newer elementary teacher, and how are these decisions actualized into practice across contexts? (3) What strategies are enacted by a newer Latina teacher to promote academic literacy and biliteracy in the social studies to elementary English learners in two different bilingual school contexts?;Using a qualitative case study design, data were collected and analyzed over a four-year span. In year one, university artifacts, questionnaires, and lesson plans revealed the case teacher was influenced by personal and schooling experiences toward teaching English to Latino students, and toward social justice advocacy within the social studies. In year two, audiotaped lesson observations and interviews revealed that case teacher used Spanish and English to promote literacy to 6th grade students in an alternative bilingual classroom; however, she taught social studies in a limited manner due to influences from state policy and program restrictions. By year four, lesson plans, interviews, and audio- and videotaped observations in a 5th grade dual language immersion classroom provided evidence that the case teacher evolved in her practices as a Latina social justice educator of English learners. She displayed an advanced degree of embodied understanding in her commitment to using Spanish to promote academic biliteracy and social studies content knowledge, largely due to a context that supported primary language use within the discipline of social studies.
机译：这个纵向案例研究探索了一位新的双语老师的进化实践，他使用社会研究来促进双语环境下的学术素养。这项研究以Dall'Alba和Sandberg（2006）的替代阶段模型理论为基础，并借鉴Scarcella（2003）的学术素养框架，探索了社会研究老师的内在理解，以揭示案例老师如何通过实践进行导航和制定学术素养受到以下三个研究问题的指导：（1）新教师的身份和对如何在不同背景下提高英语学习者学术素养的理解如何演变从岗前准备到教学的头三年？ （2）哪些因素影响着新任基础老师的社会研究教学决策，这些决策如何在不同环境下付诸实践？ （3）一位新的拉丁裔老师采取了哪些策略在两种不同的双语学校背景下向基本英语学习者推广社会研究中的学术素养和双语能力？;使用定性的案例研究设计，收集了数据并分析了四个年跨度。在第一年中，大学文物，调查表和课程计划表明，案例教师受到个人和学校经验的影响，向拉丁裔学生教授英语，并在社会研究中倡导社会正义。在第二年，录音课的观察和访谈显示，案例教师使用西班牙语和英语在另一种双语教室里为六年级的学生提高了读写能力。但是，由于国家政策和计划限制的影响，她以有限的方式教授社会研究。到第四年，在五年级的双语言沉浸式教室中，课程计划，访谈和录音录像带提供了证据，证明了案例教师在其作为拉美裔社会正义教育者的英语学习者实践中的发展。她致力于使用西班牙语来促进学术两性和社会研究内容知识，因此她表现出了较高的内在理解力，这在很大程度上是由于上下文支持了社会研究学科中主要语言的使用。

著录项

  • 作者

    Beddow, Margaret Elizabeth.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Bilingual and Multicultural.;Education Social Sciences.;Hispanic American Studies.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 339 p.
  • 总页数 339
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会科学教育与普及;
  • 关键词

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