Date of Award/Publication
4-2011
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Gloria E. Jacobs
Abstract
Abstract This action research project based in sociocultural theory and Critical Race theory focused on how teachers are using socially based strategies to support comprehension among English language learners (ELL). Research for this study took place at Harmony Elementary School (pseudonym) located within the Rochester City School District. During the completion of this study, the primary focus was based on observations within an ESOL (English for speakers of other languages ) teacher's classroom. This classroom environment included eight first grade ELL's at the beginning stage of English language proficiency. The findings suggest that English language learners comprehension is supported through teacher modifications of socially based strategies, modeling, and connections made explicitly to these students home and/or cultural experiences outside of school.
Recommended Citation
Lee, Stacy, "Supporting comprehension among English language learners" (2011). Education Masters. Paper 36.
https://fisherpub.sjf.edu/education_ETD_masters/36
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.