This 17-week qualitative research study examined the sociocultural resources that Mexican-origin English language learners utilized during language arts instruction in a seventh-grade language arts classroom in South Texas. Sociocultural resources were defined as the community cultural wealth (Yosso, 2005, 2006) and cultural models (Cole, 1996; Holland a Quinn, 1987; Shore, 1996) that framed students' discursive and written responses to literature. Qualitative research methods included 57 hours of participant observation in one teacher's English language arts classroom, four focus group interviews and one individual interview with seven focal students, interviews with the classroom teacher, and collection of student-produced literacy artifacts.Reteach: Retest: Review: Goal/Objective: The student will be able to analyze and interpret a given reading passage; use ... and seek clarification as needed Speaking 1: The student will respond to new information on new topics/concepts by a ... Teacher: Fairchild Date of Lesson: Dec 10-14, 2007 Subject: ELA Grade: 7th.
|Title||:||Examining the Sociocultural Resources of Mexican-origin Youth: A Study of English Language Learners in a 7th Grade Language Arts Classroom|
|Author||:||Tracy J. Lopez|
|Publisher||:||ProQuest - 2008|