Recursos y obstáculos que afectan a los estudiantes de inglés en las escuelas secundarias norteamericanas

  1. Fernández-Hawrylak, María
  2. Wassell, Beth A.
  3. La Van, Sarah-Kate
Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2014

Issue: 22

Pages: 187-201

Type: Article

DOI: 10.30827/DIGIBUG.53740 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Abstract

This article describes a qualitative study that focused on the experiences of 14 English Language Learner (ELL) students in urban high schools in the United States. The study investigated the structures that affected the students� agency, particularly related to teaching and learning. After describing relevant literature related the experiences of ELL students in the USA, the research design, findings, conclusions and implications are presented. Specific structures within classrooms, schools and the community impacted students� ability to access resources necessary to meet their academic and social needs and to learn effectively. Using a narrative inquiry framework, the findings revealed that resources included space, time, and a sense of caring created by teachers. The barriers included ineffective instructional practices, a lack of empathy toward the students and their experiences, and fewer opportunities to access the curriculum

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