Exploring How Classroom Membership Status Influences English Language Learners' Participation and Engagement During Literacy Instruction

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-4 - Research on Literacy Issues

Abstract

This presentation reports on the findings from a six-month, qualitative, case study which explored how classroom membership status influenced four English language learners’ (ELLs’) engagement and participation during literacy instruction. Focused on the lived experiences of two high membership status ELLs and two low membership status ELLs, this study provides an account of how these students participated and engaged in literacy lessons while continuously negotiating their status in the classroom community. Results indicate that while there were noticeable differences between the participation and engagement of lower membership status ELLs and higher membership status ELLs, each student individualized the way in which they negotiated their own status and the impact of their membership status had on participation and engagement did vary.

Author

• Alexandra Bomphray, Monmouth College