کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6845967 | 621341 | 2016 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
“Tell me what you are thinking”: An investigation of five Latina LTELs constructing meaning with academic texts
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم انسانی و هنر
زبان و زبان شناسی
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چکیده انگلیسی
Although low English reading test scores play an important role in long-term English learners (LTELs) continued classification as English learners (ELs), limited research exists on how these students actually construct meaning with academic texts in English. This article uses a literacy-as-social-practice perspective to examine the reading practices that five high school LTELs vocalized during think-alouds with biology and English language arts texts. The findings document the focal students' detailed understandings of the texts and identify four categories of meaning-making practices in which students engaged to differing extents during think-alouds: summarizing and identifying important information; making connections to background knowledge; going beyond the text; and recognizing limitations. These findings are significant because they provide a much-needed depiction of the actual reading practices of students who have remained classified as ELs for all or most of their academic trajectory.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Linguistics and Education - Volume 35, September 2016, Pages 1-14
Journal: Linguistics and Education - Volume 35, September 2016, Pages 1-14
نویسندگان
Maneka Deanna Brooks,