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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 104 1 High-performing English learners’ limited access to four-year college Kanno, Yasuko. - : Columbia University, Teachers College, 2018 BASE Show details 2 The practices of exemplary teachers of poetry in the secondary English-language arts classroom Harris, Karen Lee. - 2018 BASE Show details 3 What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception Li, Jia; Deng, Qizhen In: Literacy, Language, and Culture Faculty Publications and Presentations (2018) BASE Show details 4 English Transition Courses in Context: Preparing Students for College Success Griffin, Sarah. - : Community College Research Center, Teachers College, Columbia University, 2018 BASE Show details 5 “It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts Villarreal, Benjamin. - 2018 BASE Show details 6 Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos de los Ríos, CV In: Reading Research Quarterly, vol 53, iss 4 (2018) BASE Show details 7 Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance? Stillwell, Christopher. - : eScholarship, University of California, 2018 In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018) BASE Show details 8 Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text Aragon, Maria Jose. - : eScholarship, University of California, 2018 In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018) Abstract: The widespread adoption of the Common Core State Standards (CCSS), since 2010, has led to a growing concern among education scholars and practitioners about how the new standards will impact the educational trajectories of students from minoritized linguistic, ethnic, and racial backgrounds (Bunch, Walqui, & Pearson, 2014; Hakuta, Santos, & Fang, 2013; Lee, Quinn, & Valdés, 2013). In the area of English Language Arts (ELA), the close reading of texts, particularly informational texts, is identified as one of the primary reading skills students are expected to acquire, and is presented as central to students’ academic success in school and beyond. The CCSS narrowly define close reading as the practice of extracting knowledge and evidence from texts, paying limited attention to students’ broader learning contexts and existing funds of knowledge (Moll et al., 1992). The CCSS’s conceptualization of close reading contrasts with a sociocultural orientation to literacy (Castanheira, Crawford, Dixon, & Green, 2001; Hull & Moje, 2012) in which students’ language and literacy practices are viewed as socially situated and constructed. Drawing on the latter perspective, as well as on Neo-Vygotskian sociocultural theory (Rogoff, 1990) and a sociocultural linguistic framework (Bucholtz & Hall, 2005), the present study examines student interactions within and across instructional activities designed to support the acquisition of literacy skills required for close reading and analysis of complex texts. This dissertation presents a discourse analysis of classroom interaction in a 6th grade public school classroom in Southern California that was documented over the course of five months using video and audio recordings, participant observation, field notes, and samples of students’ work. The observations and analysis focus on peer discussions involving emergent bilinguals (García, 2009) from Latinx immigrant backgrounds, several of whom had been recently transitioned out of the school’s English Language Development (ELD) program. Findings suggest that students fluidly employed a range of linguistic and cultural resources, such as the use of their funds of knowledge and various linguistic registers, to make meaning and co-construct their understanding of texts with others. Students often used academic language as part of these interactions and demonstrated strong awareness of their language choices—particularly how they were connected to discourses about “standard” and “academic” language. Lastly, students’ engagement in different literacy tasks was locally constructed and influenced by factors such as the characteristics of specific texts and students’ affective responses to those texts. These finding have implications for how teaching practices associated with reading can be designed to leverage students’ knowledge and interests and expand learning opportunities for linguistically and racially marginalized students. Based on the findings, I propose an integrative and dynamic sociocultural approach to conceptualizing, teaching, and assessing students’ literacy practices in the classroom. Keyword: Bilingualism; Close Reading; Common Core State Standards; Education; Emergent Bilinguals; English Learners; Literacy URL: http://www.escholarship.org/uc/item/79g2d3t7 BASE Hide details 9 Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity Canillas, Jennifer. - : eScholarship, University of California, 2018 In: Canillas, Jennifer. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8219c776 (2018) BASE Show details 10 Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English Lee, Heeju. - : eScholarship, University of California, 2018 In: Lee, Heeju. (2018). Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/0mz329t3 (2018) BASE Show details 11 Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough Estrada, Peggy In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018) BASE Show details 12 The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma Cano, Sandra E. - : eScholarship, University of California, 2018 In: Cano, Sandra E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/2k53b8nd (2018) BASE Show details 13 Long Term English Learners: Success for Some Casillas, Jacqueline. - : eScholarship, University of California, 2018 In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018) BASE Show details 14 Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy Her, Yer Kathy. - : eScholarship, University of California, 2018 In: Her, Yer Kathy. (2018). Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/5mk283jn (2018) BASE Show details 15 Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes Seilstad, Brian, Seilstad In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018) BASE Show details 16 Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students Nelson, Rebecca M In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361 (2018) BASE Show details 17 An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading Gao, Yang In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381 (2018) BASE Show details 18 Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines Cheng, Chiuyee Dora In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018) BASE Show details 19 Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study Mann, Nicole M In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018) BASE Show details 20 How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers Rahman, Romaisha In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018) BASE Show details Page: 1 2 3 4 5 6

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