Dissertation/Thesis Abstract

Supporting Students from Non-Dominant Language Backgrounds in Developing Literacy: A Case Study
by Vaughan, Whitney C., M.A., Prescott College, 2012, 157; 1531254
Abstract (Summary)

This thesis describes a case study research project in a first grade classroom where the author implements, documents, and reflects on teaching strategies recommended to support students from non-dominant backgrounds in developing literacy. The strategies utilized during the course of the study serve to address two goals: to validate cultural and linguistic diversity in the classroom, and/or to support students in heightening linguistic awareness that will support dialect shift. The author reports on the successes and challenges of implementing the strategies documented in literature from the fields of linguistics, language socialization, discourse and dialect studies, literacy acquisition, and classroom discourse, in an early-primary classroom. Through the course of the research project, the difficulty in determining dialect influence becomes apparent due to the presence of early literacy characteristics across the student population. However, many successful and practical teaching strategies are detailed that support linguistic diversity and language awareness in a first grade classroom, helping teachers to improve their practice.

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Indexing (document details)
Advisor: Santo, Bev.
Commitee: Hennings, J. Ronald, Sharp, Lloyd
School: Prescott College
Department: Education
School Location: United States -- Arizona
Source: MAI 51/04M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Bilingual education, Language
Keywords: Dialect, Discourse, Literacy, Strategies
Publication Number: 1531254
ISBN: 9781267830302
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