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Peer reviewed
Direct linkSpence, Lucy K.; Cardenas-Cortez, Karen – TESOL Journal, 2011
Debate regarding appropriate instructional practices for linguistically and culturally diverse students led to a study of a bilingual Latina teacher's third-grade writing workshop. Qualitative research methods were used to provide a rich description of context, instruction, and participation. This was combined with the teacher's personal narrative…
Descriptors: Communities of Practice, Qualitative Research, Research Methodology, Writing Workshops
Ardasheva, Yuliya; Tretter, Thomas R. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
This nonexperimental study explored the relationships among individual differences, contextual variables, and reading achievement of English language learners (ELLs) in one large urban school district in the United States. The sample comprised 840 students in Grades 3-8 and 10 nested within 37 schools. Hierarchical linear modeling results indicate…
Descriptors: Individual Differences, English Language Learners, Urban Schools, Language Proficiency
Gebhard, Meg – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2005
This article analyzes how school reforms in the United States during the 1990s supported transformative literacy practices in the context of a Hmong-English third grade classroom. Using methods that allow for an analysis of both macro and micro discourses shaping the literacy practices of English language learners, this 2-year study illustrates…
Descriptors: Second Language Learning, Grade 3, Social Change, Multilingualism
