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dc.contributor.authorTravieso-Parker, Lourdes Luciaen_US
dc.date.accessioned2014-03-14T20:08:45Z
dc.date.available2014-03-14T20:08:45Z
dc.date.issued2006-03-20en_US
dc.identifier.otheretd-04022006-235059en_US
dc.identifier.urihttp://hdl.handle.net/10919/26593
dc.description.abstractThe purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the policy of the No Child Left Behind Act (NCLB) (2001) with the pedagogy of the English as a Second Language (ESL) and content area teachers, and the practices employed by teachers to enable students to acquire a second language in an academic setting. This enabled the researcher to examine the contextual framework of a large urban school and factors converging to help Latino ELLs learn academic English to succeed in high school. By reviewing the policy, pedagogy, and practices used in this school, I observed the connectedness of an entire school and the relationships fostered by students and faculty to support a learning climate for ELLs. The findings of this study show that the sociocultural environment and the educational experiences play a significant role in the adaptive process of learning a second language for Latino English language learners. Pedagogy that was built on respect for the Latino English language learnersâ cultural identity, linguistic abilities, and critical thinking skills helped learners become actively engaged, and facilitated learning in the second language that was academically rigorous. The practices of caring teachers enabled them to serve as advocates for ELLs, helped forge relationships of respect and trust, and encouraged Latino ELLs to succeed academically as they navigated the high school environment.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartbodymatter.pdfen_US
dc.relation.haspartbackmatter.pdfen_US
dc.relation.haspartfrontmatter.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectLatino English Language Learnersen_US
dc.subjectCaring Teacheren_US
dc.subjectSchool Climateen_US
dc.subjectEthnic Identityen_US
dc.subjectNo Child Left Behind Acten_US
dc.subjectSecond Language Acquisitionen_US
dc.titlePolicies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginiaen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairShrum, Judith L.en_US
dc.contributor.committeememberTilley-Lubbs, Gresilda A.en_US
dc.contributor.committeememberLockee, Barbara B.en_US
dc.contributor.committeememberBurge, Penny L.en_US
dc.contributor.committeememberBixler, Jacqueline E.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04022006-235059/en_US
dc.date.sdate2006-04-02en_US
dc.date.rdate2006-04-11
dc.date.adate2006-04-11en_US


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