English Language Learners' Collaborative Literacy Practices in Face-to-Face and Online Contexts: From Perceptions to Actions

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-2 - English Language Learners and Literacy

Abstract

Building on research on second-language (L2) adolescent literacy and writing, this multiple-case study explored adolescent English language learners’ (ELLs') collaborative literacy practices in face-to-face and online contexts with a focus on four participants’ perceptions of collaborative literacy activities and the influence of collaboration on the ELLs’ L2 writing development. The data sources included interviews, observations, researchers’ and participants’ e-journals, and artifacts. Thorough within-case and cross-case analysis of data revealed benefits and difficulties the ELLs experienced with collaborative literacy practices, the ELLs’ perceptions of teacher versus peer feedback, and their comparison of face-to-face and online contexts. The findings and discussion of the study include suggestions for further research on adolescent ELLs’ collaborative literacy practices and implications for practice.

Authors

• Oksana Vorobel, Borough of Manhattan Community College - CUNY

• Deoksoon Kim, University of South Florida