Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6845967 | Linguistics and Education | 2016 | 14 Pages |
Abstract
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.
Related Topics
Social Sciences and Humanities
Arts and Humanities
Language and Linguistics
Authors
Maneka Deanna Brooks,