Improving K-12 ELL Students' Comprehension of Academic Text

Author

Peggy Lynn Linsmeier, Minnesota State University - Mankato

Abstract

Successful acquisition of academic English is dependent upon a multitude of cognitive, linguistic, and educational variables, all based on the socio-cultural perspectives and powers that regulate what occurs in the classroom. The function and meaning of academic texts may be lost on the student with limited knowledge and experience with academic social contexts. The teacher must work within the confines of societal and educational boundaries. The provision of experience, motivation, and opportunities for interaction is highly beneficial, in addition to explicitly teaching vocabulary and learning strategies. A functional linguistics approach, delivered through Readers' Workshop, based on the work of Aguirre-Munoz et al., 2006, is described.

Advisor

Stephen J. Stoynoff

Committee Member

Nancy L. Drescher

Date of Degree

2011

Language

english

Document Type

APP

Degree

Master of Arts (MA)

Department

English

College

Arts and Humanities

Recommended Citation

Linsmeier, P. L. (2011). Improving K-12 ELL Students' Comprehension of Academic Text [Master’s alternative plan paper, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/279/

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License