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Language, Learning, and the Achievement Gap: The Influence of Classroom Practices and...
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Language, Learning, and the Achievement Gap: The Influence of Classroom Practices and Conversational Interactions on Academic Performance
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Description
Identifier
Diss
37
Author
Nieves, Teresita
Title
Language
,
Learning
, and the
Achievement
Gap
: The
Influence
of
Classroom
Practices
and
Conversational
Interactions
on
Academic
Performance
Publisher
Central Connecticut State University
Date
2008
Resource Type
Dissertation
Notes
Debate
exists
concerning
the
schooling
of
English
language
learners
. The
official
discourse
has been
communicated
through
state
as
well
as
federal
policy
decisions
. This
mixed-methods
study
contributes
to
our
understanding
of this
problem
.
Case
studies
of
both
an
urban
and
suburban
elementary
school
focused
on the
relationship
between
discourse
opportunities
,
conversational
interactions
with
English
language
learners
, the
academic
achievement
of these
students
, and the
organizational
conditions
that
both
foster
and
impede
these
phenomena
.
Data
were
drawn
from
observations
,
interviews
,
documentation
, and
videotapes
. The
study
found
that
teachers
provided
opportunities
for
students
to
engage
in
varied
classroom
practices
and
conversational
interactions
. These
experiences
,
however
,
stagnated
language
development
and
limited
academic
performance
.
Furthermore
,
contributing
organizational
factors
affected
teaching
and
learning
.
Subject
English language -- Study and teaching (Elementary) -- Foreign speakers
Second language acquisition
Department
Department of Educational Leadership
Advisor
Watson, Sheldon T
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713733967
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