Writing Across the Curriculum for Secondary School English Language Learners
Abstract
This study employs ethnographic case study method to explore secondary English language learners’ experiences with content-area writing in a U.S. public school setting. Documentary evidence, interviews, and students’ written work comprise the data set. Data are interpreted through a sociocognitive theoretical lens to take into account contextual and individual cognitive factors that come into play in English language learners’ development of content-specific writing. Findings suggest that a combination of institutional factors (e.g. school program design, state regulations, and state assessment systems) in concert with teacher beliefs and expectations of English language learners impact the content-area writing instruction which English language learners receive. This study points to the need for continued investigation of state policies, school processes, and teacher beliefs and practices that may enhance the quality and breadth of writing English language learners experience as they move through secondary school.
- Journal
- Writing and Pedagogy
- Published
- 2011-06-29
- DOI
- 10.1558/wap.v3i1.79
- CompPile
- Search in CompPile ↗
- Open Access
- Closed
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
IEEE Transactions on Professional Communication Dec 2023Fostering Advocacy, Developing Empathetic UX Bricoleurs: Ongoing Programmatic Assessment and Responsive Curriculum Design ↗Scott J. Kowalewski; Bill Williamson
-
Pedagogy Oct 2023rhetorical criticism first-year composition writing pedagogy writing across the curriculum two-year college teacher development collaborative writing assessment writing centers qualitative research multimodality literacy studies race and writing gender and writing disability studies affect and writing literary studies book reviews editorial matter
-
Journal of Academic Writing Jul 2021Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany ↗Tetyana Mueller-Lyaskovets; Olena Horner
-
Writing and Pedagogy Sep 2018Lillian Ardell Stevens; Miriam Eisenstein Ebsworth