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Exploring Life Awareness Topics : = Ethnographic Teacher Research in an Adult Refugee- Background and Immigrant ESL/ESOL Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Life Awareness Topics :/
Reminder of title:	Ethnographic Teacher Research in an Adult Refugee- Background and Immigrant ESL/ESOL Classroom.
Author:	Vasquez, Christopher R.
Description:	1 online resource (210 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798371979544

Exploring Life Awareness Topics : = Ethnographic Teacher Research in an Adult Refugee- Background and Immigrant ESL/ESOL Classroom.
Vasquez, Christopher R.

Exploring Life Awareness Topics :Ethnographic Teacher Research in an Adult Refugee- Background and Immigrant ESL/ESOL Classroom. - 1 online resource (210 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2023.

Includes bibliographical references

Classroom talk shapes learning and, too often in adult English to speakers of other language (ESOL) classrooms, student talk is experienced as controlled and in service of practicing a series of linguistic elements. This ethnographic teacher research study shows what an adult refugee-background and immigrant ESOL community classroom looks like when student life experiences drive classroom talk and learning. Situated in a sociocultural paradigm, the principles of dialogic pedagogy, and characteristics of adult learners, I employ sociocultural discourse analysis to provide a big picture of my classroom context and home in on whole class conversations of students "bringing the outside in" (Baynham, 2006). I call these Life Awareness Topics (LATs). An LAT is a classroom conversation anchored in student and teacher life experiences and personal situations that are acknowledged, contingently taken up, and expanded on into whole class interactions (as defined by the teacher and at least two students). In LATs, the teacher purposefully harnesses these authentic conversations for language development and knowledge purposes. I identified four coding criteria to define LATs (Uptake, Student Involvement, Content, and Social Significance) and examined all LATs across four months of lessons in my adult ESOL class. I then analyzed the local discourse conditions associated with the presence of LATs. Findings include charts and descriptive statistics for the 48 LATs identified, the discourse patterns that engendered and sustained the LATs, and a close illustrative look at one intact LAT. Together, findings reveal a caring, student-centered classroom context characterized by robust student participation as students "bring the outside in" to discuss Everyday Life Experiences, Family, Language, Culture, and Personal issues. This research pushes back against a deficit view of refugee-background and immigrant language learners and elucidates the important role of the teacher's dialogic instructional stance in creating a dialogic local space and in shaping what teaching and learning talk can look like.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798371979544Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Adult educationIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Life Awareness Topics : = Ethnographic Teacher Research in an Adult Refugee- Background and Immigrant ESL/ESOL Classroom.
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