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Dissertation/Thesis Abstract

Practices and Literacy Ideologies of Post-Secondary First-Year English Composition Instructors Teaching Long-Term English Learners
by Gambardella, Elizabeth Anna, Ed.D., Southern Connecticut State University, 2017, 155; 10634923
Abstract (Summary)

This qualitative single-case study examined the experiences of a post-secondary first-year English composition instructor teaching long-term English learners at an urban, public university in the northeast United States by exploring the instructor’s literacy ideologies and the effects of those ideologies on the instructional practices of the instructor within the English learners’ classroom. The study used in-depth phenomenological interviews, classroom observations, a student diversity survey, and artifacts to achieve its purpose. The results of this study support three thematic findings: (a) Although the instructor was unsure as to what qualifies students to be classified as English learners, she teaches them in the same way she does native English-speaking students; (b) The instructor felt that her job was to help students learn “the game” of how to write academic text; and (c) The instructor used a variety of instructional practices but lacked professional training and resources.

Indexing (document details)
Advisor: Labas, Gladys
Commitee: Ajtum-Roberts, Therese, Arafeh, Sousan, Labas, Gladys
School: Southern Connecticut State University
Department: Educational Leadership
School Location: United States -- Connecticut
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Education, Higher education
Keywords: Cultural historical activity theory, Developmental literacy, English language learners, Higher education, Ideologies, Writing
Publication Number: 10634923
ISBN: 978-0-355-36171-1
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