NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1111865
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1535-0517
Promoting Student Engagement during Integrative Lessons: A Model Classroom
Sturman, Heather
CATESOL Journal, v24 n1 p272-286 2012-2013
Using integrative grammar- and vocabulary-related activities, the high school English language development (ELD) teacher in this qualitative case study engaged her students by involving them in their own education. Drawing on research addressing student engagement (Kelley, Lesaux, Kieffer, & Faller, 2010; Norton & Toohey, 2001; Ryan, 2008), I coded 25 hours of field notes for instances of engaged and noncompliant behavior during integrative activities over 6 months during the 2009-2010 school year. The focal teacher employed a mixed-methods approach, and I observed that engagement was high during activities that had students creatively manipulating new grammatical forms and vocabulary words in a variety of ways. My findings suggest that this teacher's methods were generally successful in promoting the engagement of her high school ELD students.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A