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首页> 外文学位 >Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership
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Taking it to Heart: A Case Study of Supporting English Language Learners through Culturally Responsive Teaching, Collaboration, and ESOL-Focused Leadership

机译：铭记于心：通过文化响应型教学，协作和ESOL领导的领导支持英语学习者的案例研究

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摘要

A continued increase in the number of English language learners (ELLs) in U.S. schools has made educators consider the ways they approach teaching and learning for these students. Culturally responsive teaching is one way many educators have attempted to meet ELLs' unique needs, valuing the cultural and linguistic diversity that they bring to school with them. Moreover, through collaboration and ESOL-focused leadership, educators are able to take a system-approach to teaching and learning for these students, and in doing so, they are able to provide ELLs with meaningful and authentic learning experiences that will allow them to be inclusive members of the school community and prepare them for full participation in U.S. society. Through this single case study, I show how educators in one suburban high school have employed these three elements, and how they have worked to close the opportunity and achievement gaps in science. The findings from this study suggest that culturally responsive teaching and the collaborative nature of the instructional environment at this high school have had a positive influence on teaching and learning for ELLs as they learn science content and academic English. They also suggest that the leadership practices among the school district's administrators do in fact have an ESOL focus to them, and these sustained practices create a system of support for teachers of ELLs and ELLs directly. Furthermore, this system of support has also contributed to creating conditions for ELLs to succeed and become inclusive members of the school community. Finally, through this study, I found that there is more to a system than mere structural interactions; it is the humans involved who give the system life and make it unique.
机译：美国学校英语学习者（ELL）的数量持续增加，使教育工作者考虑了他们为这些学生进行教学的方式。具有文化响应性的教学是许多教育者试图满足ELLs独特需求的一种方式，这种方法重视他们带给学校的文化和语言多样性。此外，通过合作和以ESOL为中心的领导，教育工作者能够采取系统的方法来为这些学生进行教与学，从而为ELL提供有意义和真实的学习经验，使他们能够社区成员的包容性，为他们充分参与美国社会做准备。通过这个案例研究，我将展示一所郊区高中的教育工作者如何利用这三个要素，以及他们如何努力缩小科学领域的机会和成就差距。这项研究的结果表明，这所高中的文化响应型教学和教学环境的协作性质对ELL学生学习科学内容和学术英语的教学产生了积极影响。他们还建议，学区管理人员之间的领导实践实际上确实具有针对ESOL的关注，并且这些持续的实践为直接向ELL和ELL的教师提供了支持系统。此外，这种支持系统还为ELL成功创造条件并成为学校社区的包容性成员做出了贡献。最后，通过这项研究，我发现一个系统不仅仅具有结构相互作用。参与其中的人类赋予了系统生命并使其具有独特性。

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  • 作者

    Oliver, Gretchen P.;

  • 作者单位

    State University of New York at Albany.;

  • 授予单位 State University of New York at Albany.;
  • 学科 English as a second language.;Multicultural Education.;Pedagogy.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 176 p.
  • 总页数 176
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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