Date of Award
1-1-2014
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Program
Curriculum and Instruction
Content Description
1 online resource (xii, 192 pages) : illustrations (some color)
Dissertation/Thesis Chair
Alandeom Oliveira
Committee Members
Arthur Applebee, Kristen C. Wilcox
Keywords
English language learners, math teaching, science teaching, Language arts (Secondary), Language arts, Mathematics, Science, English language
Subject Categories
Education | Language and Literacy Education
Abstract
This case study investigated the multimodal accommodations that content teachers make in order to dually support linguistic and conceptual development for English language learning students. Data from digitally recorded classroom observations, teacher interviews, student work, and questionnaires were collected from the participating math and science teachers. The data were analyzed from the theoretical framework of an ecological -semiotic perspective of language teaching and learning (van Lier, 2004), and is theoretically tied to communication accommodation theory and multimodal communication theory as well.
Recommended Citation
Gregory, Karen Marie, "When every teacher is a language teacher : a case study of high school math and science instructors' use of multimodal accommodations with ELs" (2014). Legacy Theses & Dissertations (2009 - 2024). 1139.
https://scholarsarchive.library.albany.edu/legacy-etd/1139