Teaching English Language Learners in the Content Areas

Janzen, Joy

doi:10.3102/0034654308325580

Cited by 195 publications

(166 citation statements)

References 76 publications

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“…Our findings align with theorists and researchers noting the challenge K-12 students face in learning when simultaneously being on the academic English language learning trajectory while learning new content (Fang, 2006;Janzen, 2008). Graduate students are learning the content of their specific areas of research alongside academic writing.…”

Section: Student Characteristics and Notable Measuressupporting

confidence: 77%

Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence

Huerta

Goodson

Beigi

et al. 2016

Higher Education Research & Development

137

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Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master's or doctoral degrees (i.e., graduate students). In this study, we examined writing anxiety, self-efficacy, and emotional intelligence in a sample of graduate students at a large, research-intensive university in the United States. Using a survey, we collected measures on these variables in addition to demographic information from the participants. We then used the measures to descriptively compare groups of students with similar characteristics and to run three regression models to identify which variables best predicted writing anxiety. Our findings indicate self-efficacy is a statistically significant and large predictor of writing anxiety while emotional intelligence (EI) is not, though descriptive data showed moderate effects between EI and first language (i.e., whether or not a student reported English as a first language). In the presence of self-efficacy, gender remained a significant predictor of writing anxiety, while first language did not. We discuss implications for future research and practice focused on helping graduate student academic writers succeed.Graduate Students as Academic Writers 3 3 Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy, and Emotional IntelligenceBased on global trends, only 1.6% of students are expected to complete an advanced research program, such as a doctoral degree (OECD, 2014). The low percentage of advanced degree recipients may be due to many different factors. However, writing is one known barrier for individuals aspiring to a master's or a doctoral degree (from here on referred to as graduate students). For example, nearly 50% of graduate students pursuing doctoral degrees in the United States leave the university without completing their degrees, dropping out during the research proposal or dissertation-writing phases (Cassuto, 2013;Harris, 2011). Belcher (2009a) vividly describes her experience as a master's degree student as follows: "When I started graduate school…my first quarter was tough… I began to suspect that everyone but me knew how to organize their time, do their research, and write successful papers" (p. 186). In a career where academic writing -that is, writing for academic purposes such as classroom assignments, theses, or publications in academic journals -is so central to the evaluation of one's success, understanding why graduate students struggle with writing and finding solutions to low writing productivity would benefit both the students and the institutions supporting them. Although studies have well documented the success of writing support groups at higher institutions in addition to providing frameworks for creating the writing groups (e.g., Boice, 1987;Murray & Newton, 2009;Murray & Thow, 2014), this study ...

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Section: Student Characteristics and Notable Measuressupporting

confidence: 77%

Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence

Huerta

Goodson

Beigi

et al. 2016

Higher Education Research & Development

137

View full text Add to dashboard Cite

show abstract

“…An understanding of the cultural reference alone did not help Allen complete the task in which he spent a significant time accessing the mathematical concepts intended in the task. This is consistent with the research that both language and mathematical understanding play a role in comprehension of word problems [18,21,24,31].…”

Section: Teacher-researchersupporting

confidence: 79%

“…One of the challenges for ELs in learning mathematics language is that it is acquired quite often in school and not through social, conversational interactions [24]. While ELs in early elementary grades are working on expanding their first language and English language competence, at the same time they are introduced to a completely new language, which is the language of school mathematics.…”

Section: Mathematics Register and The Language Of School Mathematics mentioning

confidence: 99%

“…There is a misperception that mathematics is based only on a language of numbers and symbols [24]. Although mathematics may seem to be number-based, there is the underlying cultural element of mathematics [25] that suggests individuals' reliance upon language and culture needs to be considered when designing mathematics pedagogy.…”

Section: Cultural Perceptions In Mathematicsmentioning

confidence: 99%

“…Teaching Strategies and Thinking Strategies are interconnected through Language Features, and in particular through the linking subcodes, listed in order of relevance (in terms of frequencies of intersections between the three emerging themes): verbal student thinking strategies (35); explaining teaching strategies (24); syntax language features (20); and manipulative student thinking strategies (20).…”

Section: Connections Between Teaching Strategies Language Features mentioning

confidence: 99%

See 2 more Smart Citations

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

2017

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This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen's English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen's cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen's language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts.

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Discourse in Educational Settings

Adger¹,

Wright²

2015

The Handbook of Discourse Analysis

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Teaching English Language Learners in the Content Areas

Cited by 195 publications

References 76 publications

Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence

Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

Discourse in Educational Settings

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