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- Adolescent English learners’ stances toward disciplinary writing
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Adolescent English learners’ stances toward disciplinary writing
Since adolescent English language learners (ELLs) are facing increasing demands to engage
in advanced disciplinary writing and this type of writing is oftentimes one of the most
challenging academic tasks they encounter, this study investigated their experiences with
writing in English language arts, social studies, science, and mathematics classrooms.
Rooted in a social-constructivist conception of writing, which foregrounds the relationship
between individual agency, engagement, and disciplinary discourse, this study asked: 1)
What are adolescent ELLs’ stances toward content-area writing and how do they differ by
grade level? 2) To what factors do adolescent ELLs attribute their stances toward writing?
3) How do adolescent ELLs’ stances vary across content areas and by type of writing? A
micro-level discourse analysis approach was used to analyze interviews with 26 ELLs in
different school contexts...
Show moreSince adolescent English language learners (ELLs) are facing increasing demands to engage
in advanced disciplinary writing and this type of writing is oftentimes one of the most
challenging academic tasks they encounter, this study investigated their experiences with
writing in English language arts, social studies, science, and mathematics classrooms.
Rooted in a social-constructivist conception of writing, which foregrounds the relationship
between individual agency, engagement, and disciplinary discourse, this study asked: 1)
What are adolescent ELLs’ stances toward content-area writing and how do they differ by
grade level? 2) To what factors do adolescent ELLs attribute their stances toward writing?
3) How do adolescent ELLs’ stances vary across content areas and by type of writing? A
micro-level discourse analysis approach was used to analyze interviews with 26 ELLs in
different school contexts with varying emphases on writing in the core disciplines. The
analyses revealed generally positive stances toward source-based writing tasks, even when
students viewed these as challenging, yet negative stances toward writing in which literary
texts provided the source material. This study is timely in light of the increased
emphasis on the development of advanced disciplinary writing competencies among
adolescent ELLs. Implications for pedagogy are discussed.
Show less- All authors
- Wilcox, K.C.; Jeffery, J.V.
- Date
- 2015
- Volume
- 38
- Pages
- 44 - 56