A Study of Academic Reading Experiences of English Language Learners (ELLs) in High School ELL and Content-Area Classrooms

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-12 - Language Across Domains: Literacy and Oracy Experiences for Emergent Bilinguals in the Curriculum

Abstract

Using multiple qualitative case study methods incorporating ethnographic observations, interviews, collection of artifacts, and the think-aloud method from cultural perspectives, this study examines academic reading practices and experiences of high school ELL students in classroom contexts. Findings reveal 1) types of reading instructions to which the students are exposed in ELL and content-area classrooms, 2) individual differences among ELLs with respect to how academic reading is perceived and practiced, and 3) the challenges, capabilities, and resources shared or constructed differently by different ELL populations. This study builds a knowledge base on the population who has been “overlooked and underserved” both in research and practice, providing insights into the development of appropriate instructional responses to meet the needs of adolescent ELLs.

Author

• Hyun Kyung Kim, The Ohio State University