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|a PE1128.A2 M371 2011_MarMichele |2 BU-Local |
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|a English language learner border crossers in high school : a qualitative case study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a xiv, 206 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 169-176). |
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|a Copyright Michele P. Mar. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This qualitative case study focused on English Language Learners (ELLs) who crossed borders between two languages and two cultures as they participated in an English for Speakers of Other Languages (ESOL) program in a multicultural high school in South Florida. This study was conducted to make sense of how ELLs move on a continuum to become bilingual, biliterate, and bicultural while, at the same time, they are mediated by the worlds they left in their home countries and the lives they now live. Specifically, it illuminated the educational experiences of the ELLs as they crossed educational, geographic, and cultural borders. A case study design was used to collect data from the six ELLs, the teachers who taught them, and their school’s principal. The collected data examined the language and learning experiences of ELL participants as they were mediated by their peers and teachers in the ESOL program at their high school. The findings showed the unique abilities of ELLs to cross borders between their cultural and linguistic heritages and their new lives in the United States as they negotiated their border crossing identities at their high school. The findings also revealed that they not only found creative ways to mediate their learning, but also learned multiple languages in the process. Additionally, the present study offered evidence for how these students negotiated borders in order to live in two worlds, where language, culture and identity are the mediational factors that influence the ELLs’ academic lives. The findings from this study clearly point to a need for a dialogical approach in the instructional process. Ultimately, by contributing to the body of knowledge of ELLs, this study demonstrates the need for ESOL teachers and administrators to design a program to better help ELLs understand how their learning is mediated and how this learning leads to the development of new identities. In addition, this study suggests that each school needs an ESOL Coach who would assist, mentor, and support ELL border crossers while they learn academic English in their new schools. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a English language |x Study and teaching |x Foreign speakers. |
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|a Education, Secondary |x Florida. |
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|a High schools |x Florida. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001416/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/16/00001/PE1128_A2 M371 2011_MarMichelethm.jpg |
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|a Theses and Dissertations |
