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首页> 外文学位 >'I hear you, but I don't understand you': The effects of peer tutoring for helping secondary ESL students achieve academic success.
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'I hear you, but I don't understand you': The effects of peer tutoring for helping secondary ESL students achieve academic success.

机译：“我听到了您的声音，但我不了解您”：同伴辅导对帮助中学ESL学生取得学术成就的影响。

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摘要

When I began teaching 11th grade English in Houston, Texas, I quickly discovered that students who speak English as a second language are sometimes drastically under-prepared for the Texas Assessment of Knowledge and Skills (TAKS) test, the state's high stakes test required during the 11th grade year. The result of their inability to pass the test is that they do not graduate, which limits their future career and academic choices.;In a semester-long research study at a typical high school in Houston, Texas, I explored the possibility of assisting ESL/LEP students transplanted to Houston as they struggled with English proficiency through a peer tutoring program. I outline the difficulties these students face, including personal and familial difficulties with acclimation to a new environment, repeated testing, and special needs (both personal and academic). I also examine the difficulties I faced with accountability and misunderstanding from other teachers, administrators, and the students themselves as I tried to develop a program to help these and future students become fluent in English.;To conduct this study, I designed a tutoring program for ten ESL/LEP students and seven tutors, and we found that discovering who we were as a center was a never-ending process. Though not a typical writing center, our "space" was a place based on typical writing center philosophy, and our goal was to assist these students, through tutoring in English, as they prepared for their futures. Our center was originally intended to serve those LEP students who had taken and failed the test at least once, but these case studies show how we had to change that conception as we struggled with class sizes, scheduling, budget cuts, teacher and administration misunderstanding, and time constraints.;Although the results of this study seem negative, as only two of our students passed the TAKS test at the end of the year, the case studies presented show that peer tutoring can and does work for increasing the language proficiency of ESL students. Test scores did not necessarily show the students' progress, but progress is evident in their development of social capital and through their linguistic gains.
机译：当我在得克萨斯州休斯顿开始教11年级英语时，我很快发现说英语作为第二语言的学生有时对得克萨斯州知识和技能评估（TAKS）考试的准备不足，这是该州在十一年级他们无法通过考试的结果是他们没有毕业，这限制了他们未来的职业和学术选择。在德克萨斯州休斯敦一所典型的高中，为期一个学期的研究中，我探索了协助ESL的可能性/ LEP学生通过同伴辅导计划在英语水平方面遇到困难时被移植到休斯顿。我概述了这些学生面临的困难，包括适应新环境的个人和家庭困难，反复测试和特殊需要（个人和学术上的困难）。我还研究了我在寻求责任制和其他老师，行政管理人员以及学生自身的误解时遇到的困难，因为我试图开发一个程序来帮助这些学生和未来的学生流利地使用英语。对于10名ESL / LEP学生和7名导师，我们发现发现自己作为中心是一个永无止境的过程。尽管不是典型的写作中心，但我们的“空间”是建立在典型的写作中心理念基础上的地方，我们的目标是通过英语辅导来帮助这些学生，为他们的未来做准备。我们中心原本旨在为那些至少参加过一次考试并且未通过考试的LEP学生提供服务，但是这些案例研究表明，在我们因班级规模，日程安排，预算削减，教师和行政管理方面的误解而苦苦挣扎时，我们必须如何改变这种观念，和时间限制。虽然这项研究的结果似乎是负面的，但由于只有两名学生在年底通过了TAKS考试，因此案例研究表明，同伴补习可以而且确实可以提高ESL的语言水平学生们。考试成绩不一定能显示学生的进步，但是进步在他们的社会资本发展和语言收获方面是显而易见的。

著录项

  • 作者

    Pyron, Mary.;

  • 作者单位

    Louisiana State University and Agricultural & Mechanical College.;

  • 授予单位 Louisiana State University and Agricultural & Mechanical College.;
  • 学科 Education Bilingual and Multicultural.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 173 p.
  • 总页数 173
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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