| dc.contributor.author | Araujo, Juan J. | |
| dc.contributor.author | Wickstrom, Carol D. | |
| dc.date.accessioned | 2017-09-18T10:16:18Z | |
| dc.date.available | 2017-09-18T10:16:18Z | |
| dc.date.issued | 2017 | |
| dc.identifier.issn | 0860-7435 | |
| dc.identifier.uri | http://hdl.handle.net/11089/22581 | |
| dc.description.abstract | This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success. | en_GB |
| dc.description.abstract | Korzystając z naturalistycznej, jakościowej metodologii w artykule zaprezentowane zostaną działania dwóch nauczycieli języka angielskiego w szkole średniej, angażujących się w zaspokajanie potrzeb młodzieży w zakresie nauczania języka. Wnioski sugerują, że najbardziej efektywnymi metodami nauki i osiągania sukcesu przez uczniów są: znajomość źródeł, opieranie się na wiedzy językowej, poświęcenie czasu na wybór odpowiednich książek i aktywności, wyraźne formułowanie zasad rządzących warsztatem pisarskim, a także traktowanie pisania jako czynności nierozerwalnie połączonej z myśleniem. | pl_PL |
| dc.language.iso | pl | en_GB |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | en_GB |
| dc.relation.ispartofseries | Acta Universitatis Lodziensis. Folia Librorum;24 | |
| dc.subject | writing | en_GB |
| dc.subject | professional development | en_GB |
| dc.subject | teacher education | en_GB |
| dc.subject | adolescents | en_GB |
| dc.subject | english learners | en_GB |
| dc.subject | pisanie | pl_PL |
| dc.subject | rozwój zawodowy | pl_PL |
| dc.subject | edukacja nauczycieli | pl_PL |
| dc.subject | młodzież | pl_PL |
| dc.subject | nauka języka angielskiego | pl_PL |
| dc.title | Writing Instruction That Makes a Difference to English Learners | en_GB |
| dc.title.alternative | Warsztaty pisania – ich znaczenie dla uczących się języka angielskiego | pl_PL |
| dc.type | Article | en_GB |
| dc.rights.holder | © Copyright by Authors, Łódź 2017; © Copyright for this edition by Uniwersytet Łódzki, Łódź 2017 | en_GB |
| dc.page.number | [77]-96 | |
| dc.contributor.authorAffiliation | Texas A&M University-Commerce, Department of Curriculum and Instruction | |
| dc.contributor.authorAffiliation | University of North Texas, College of Education | |
| dc.identifier.eissn | 2450-1336 | |
| dc.references | Applebee, Arthur N. Langer, Judith A. (2013). Writing instruction that works: Proven methods for middle and high school classrooms. New York, NY: Teachers College Press. | pl_PL |
| dc.references | Araujo, Juan (2013). Expanding the learning zone: Decisions that transform the practices of two English language arts teachers. 35th Association of Literacy Educators and Researchers Yearbook, (pp. 87–107). Louisville, KY: Association of Literacy Educators and Researchers. | pl_PL |
| dc.references | Atwell, Nancie (1987). In the middle: Writing, reading, and learning with adolescents . Montclair, NJ: Boynton Cook Publishers. | pl_PL |
| dc.references | Baker, Colin (2008). Foundations of bilingual education and bilingualism. Bristol, UK: Multilingual Matters. | pl_PL |
| dc.references | Ball, Arnetha F. (2006). Teaching writing in culturally diverse classrooms. In: C. A. MacArthur, S. Graham, J. Fitzgerald (Eds.), Handbook of writing research, (pp. 293–310). New York, NY: The Guildford Press. | pl_PL |
| dc.references | Brophy, Jere E. Good, Thomas L. (1986). Teacher behavior and student achievement. In: M. C. Wittrock (Ed.), Handbook of research on teaching, 3rd edition, (pp. 328–375). New York: McMillan. | pl_PL |
| dc.references | Burke, Carolyn Harste, Jerome Short, Kathy (1995). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann. | pl_PL |
| dc.references | Ciardiello, Angelo V. (1998). Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent and Adult Literacy, 43, 2, 210–219. | pl_PL |
| dc.references | Cisneros, Sandra (1984). The house on Mango Street. New York, NY: Arte Publico Press. | pl_PL |
| dc.references | Collins, Suzanne (2008). The hunger games. New York, NY: Scholastic Press. | pl_PL |
| dc.references | Common Core State Initiative Standards (2015). English language arts standards: Writing 9–10. Retrieved from: http://www.corestandards.org/ELA-Literacy/W/9-10/ | pl_PL |
| dc.references | Creswell, John W. (2013). Research design: Qualitative, quantitative, and mixed method approaches. New Berry Park, CA: Sage Publications. | pl_PL |
| dc.references | Delpit, Lisa (1987). Skills and other dilemmas of a progressive black educator. Equity and Choice, 3, 2, 9–14. | pl_PL |
| dc.references | Dewey, John (1910). Science as subject-matter and as method. Science, 31, 121–127. | pl_PL |
| dc.references | Edelsky, Carole (1986). Writing in the bilingual program: Habia una vez. Norwood: NJ. Abex. | pl_PL |
| dc.references | Englert, Carol S. Mariage, Troy V. Dunsmore, Kailonnie (2010). Tenets of sociocultural theory in writing instruction. In: C. A. MacActhur, S. Graham, J. Fitzgerald (Eds.), Handbook of Writing Research, (pp. 208–221). New York: Guilford Press. | pl_PL |
| dc.references | Freire, Paulo (1970). Pedagogy of the oppressed. NY: Continuum. | pl_PL |
| dc.references | Fu, Danling (2009). Writing between languages: How English language learners make the trans ition to fluency. Portsmouth, NH: Heinemann. | pl_PL |
| dc.references | Gallagher, Kelly (2006). Teaching adolescent writers. NY: Stenhouse Publications. | pl_PL |
| dc.references | Gambrell, Linda B. Malloy, Jacquelynn A. Mazzoni, Suzan A. (2011). Evidenced based best practices for comprehensive literacy instruction. In: L. B. Gambrell, L. M. Morrow (Eds.), Best practices in literacy instruction, 4th edition, (pp. 11–36). New York, NY: Guilford. | pl_PL |
| dc.references | Gonzales, Linda Northcutt Watson, Daniel (1986). Sheltered English teaching handbook. Carlsbad, CA: Northcutt, Watson, and Gonzalez. | pl_PL |
| dc.references | Graham, Steve Perin, Dolores (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington, DC: Alliance for Excellent Education. | pl_PL |
| dc.references | Holdaway, Don (1979). The foundations of literacy. New York, NY: Ashton Scholastic. | pl_PL |
| dc.references | Homer (1996) The Odyssey. (R. Fagles, Trans.). New York, NY: Penguin Books. | pl_PL |
| dc.references | Krashen, Stephen D. (1987). Principles and practices in second language acquisition. Prentice Hall International. | pl_PL |
| dc.references | Kwok, Michelle N. Ganding, Exequiel Hull, Glynda A. Moje, Elizabeth B. (2016). Sociocultural approaches to high school instruction: Examining the roles of context, positionality, and power. In: C. A. MacActhur, S. Graham, J. Fitzgerald (Eds.), Handbook of Writing Research, 2nd edition, (pp. 257–271). New York: Guilford Press. | pl_PL |
| dc.references | McCarthey, Sarah Mkhize, Dumisile (2013). Teachers' orientations towards writing instruction. Journal of Writing Research, 4, 4, 1–33. | pl_PL |
| dc.references | Merriam, Sharan B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. | pl_PL |
| dc.references | Moll, Luis C. Amanti, Cathy Neff, Deborah Gonzalez, Norma (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 2, 132–141. | pl_PL |
| dc.references | Moll, Luis C. (1989). Teaching second language students: A Vygotskian perspective. In: D. Johnson S. Roen (Eds.), Richness in writing, (pp. 57–69). NY: Longman. | pl_PL |
| dc.references | National Assessment of Educational Progress (2011). The nation’s report card: Writing 2011. Retrieved from: http://nces.ed.gov/nationsreportcard/pdf/main2011/2012470.pdf | pl_PL |
| dc.references | Patterson, Leslie Wickstrom, Carol Roberts, Jennifer Araujo, Juan, Hoki, Chieko (Winter 2010). Deciding when to step in and when to back off: Culturally mediated writing instruction for adolescent English language learners. The Tapestry Journal, 2, 2, p. 1–28. | pl_PL |
| dc.references | Patton, Michael Q. (2001). Qualitative evaluation and research methods (3rd ed.). Newbury Park, CA: Sage Publications. | pl_PL |
| dc.references | Peregoy, Suzanne F. Boyle, Owen F. (2012). Reading, writing and learning in ESL: A resource book (6th edition). Boston, MA: Pearson Publications. | pl_PL |
| dc.references | Rosenblatt, Louise M. (2004). The transactional theory of reading and writing. In: R. B. Rudell, N. J. Unrau (Eds.), Theoretical models and processes of reading, 5th edition, (pp. 1363–1398). Newark, DE: International Reading Association. | pl_PL |
| dc.references | Salinger, Jerome D. (1951). Catcher in the rye. New York, NY: Little Brown and Company. | pl_PL |
| dc.references | Shavelson, Richard J. (1973). The basic teaching skill: Decision-making. Stanford, CA: Stanford University School of Education Center for R D Teaching. | pl_PL |
| dc.references | Texas Education Agency (2013). Writing scores for end of course exams for fall 2012. Retrieved from: http://www.tea.state.tx.us/student.assessment/staar/rpt/sum/yr13/ | pl_PL |
| dc.references | Vygotsky, Lev S. (1978). Mind in society. Cambridge, MA: Harvard University Press. | pl_PL |
| dc.references | Wickstrom, Carol Araujo, Juan Patterson, Leslie (with Hoki, Chieko, Roberts, Jennifer) (2011). Teachers prepare students for careers and college: “I see you”, therefore I can teach you. In: P. Dunston, K. H. Gambrell, P. Stecker, S. Fullerton, V. Gillis, C. C. Bates (Eds.), 60th Literacy Research Association Yearbook, (pp. 113–126). Oak Creek, WI: Literacy Research Association. | pl_PL |
| dc.references | Wilhelm, Jeffrey D. (2007). Engaging readers and writers with inquiry: Promoting deep unde rstandings in language arts and content areas with guiding questions. New York: Scholastic. | pl_PL |
| dc.contributor.authorEmail | juan.araujo@tamuc.edu | |
| dc.contributor.authorEmail | Carol.Wickstrom@unt.edu | |
| dc.identifier.doi | 10.18778/0860-7435.24.06 | |
| dc.relation.volume | 1 | en_GB |
