Dissertation/Thesis Abstract

Literacy and Ideology: A Qualitative Research Study of a Language Arts Class of Language Minority Students Using the Scripted Curriculum High Point
by Arzate, Elizabeth Osorio, Ed.D., Loyola Marymount University, 2008, 219; 3486932
Abstract (Summary)

This qualitative research study inquired about the literacy experiences of language minority students in a middle school language arts classroom using the scripted program High Point. In addition, the study inquired about the ideology present in the curricular program High Point. Using qualitative methodology and an inductive analysis approach to the data, the findings of this study were alarming. The study found that there was no literacy or learning occurring in the classroom. There was not even functional literacy occurring in the classroom. On the contrary, students were being assimilated into a dominant culture different than their own, leading to resistance on the students’ behalf as they were clearly tracked for a life in high school that did not prepare them for academic success.

Indexing (document details)
Advisor: Baltodano, Marta
Commitee: Lavadenz, Magaly, Litton, Edmundo
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 73/03, Dissertation Abstracts International
Subjects: Language arts, English as a Second Language, Middle School education
Keywords: High Point, Ideology, Language minority, Language minority students, Literacy, Scripted curriculum
Publication Number: 3486932
ISBN: 9781267054081
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