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.
|Commitee:||Lavadenz, Magaly, Litton, Edmundo|
|School:||Loyola Marymount University|
|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|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
supplemental files is subject to the ProQuest Terms and Conditions of use.