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Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education ...
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Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education ...
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Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research
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The Linguistic Re-turn: The Moral and Practical Imperative of "Language" in Curriculum Studies ...
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Razfar, Aria. - : Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2016
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Alignment of Literacy Tasks in College and University Transitional Classes
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Abstract:
This qualitative case study provided insights into how the reading and writing done in transitional classes aligned with the reading and writing done in gateway classes at a university and a community college. The focus of the study was on how reading and writing were used in the classes. Instructors and administrators were interviewed about how they made sense of alignment. The study used a literacy alignment framework for categorizing the literacy tasks in each class. This instrument was evaluated for its usefulness. Students in three of the four classes were expected to do similar things with text, like make connections with and between texts and employ critical thinking skills through evaluating sources. The reading and writing done in the fourth class focused on summarization of ideas and recall of information. All instructors believed their students needed critical thinking skills and affective skills, like time management, goal-setting and confidence, if they were to succeed in college. The literacy alignment framework was useful in understanding the kinds of reading and writing done in the four classes, but only after it was revised to better reflect the objectives for the classes and how reading and writing were being used in the classes.
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Keyword:
alignment; literacy; post-secondary
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URL: http://hdl.handle.net/10027/21559
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“Is Something Wrong with Me?”: Understanding the Identities of English Learners in Higher Education
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Three Teachers’ Language, Gender, and Racial Ideologies in Practice in the English Learner Classroom
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Mathematics Socialization through Games: A Study of Bilingual Latinas/os in an After-School Context
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Teachers Theorizing English Learners' Math-Science Funds of Knowledge Through Community Activism
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A Case Study of Two Teachers Attempting to Create Active Mathematics Discourse Communities with Latinos
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RE-positioning English Learners in Teacher Development: A Language Ideologies Approach to Urban Education
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Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning
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Developing professional teacher researchers: Transforming language learning through discourse analysis
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Metacognitive Reading Strategies of Middle School Spanish-as-a-Foreign-Language Learners
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Positioning and Latinas/os: A Study of Small-Group Interactions in Mathematics
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