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.
Stephen J. Stoynoff
Nancy L. Drescher
Date of Degree
Master of Arts (MA)
Arts and Humanities
Linsmeier, Peggy Lynn, "Improving K-12 ELL Students' Comprehension of Academic Text" (2011). All Graduate Theses, Dissertations, and Other Capstone Projects. 279.
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