Additional language learning : effective approaches to supporting newcomers learning English in British Columbia and Spanish in Chile
department or school: Education, Faculty of
department or school: Education, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Marroquin Pinto, Claudia
issued: 2020-07-13T21:53:16Z
issued: 2020
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: This qualitative research study is a comparative study of instructional strategies that subject content teachers in Canada and in Chile use to teach additional language learners. The goal was to identify the most used and effective strategies. The study was framed within the research literature on additional language teaching and learning related to the constructivist view of learning. Qualitative methods were used, including a self-study carried out by the researcher, an open-ended questionnaire, and semi-structured interviews. The self-study consisted of a written journal based on classroom observations in a Canadian middle school, which allowed the researcher to witness the instructional strategies that teachers used in their classes and to reflect on their effectiveness in the additional language learning process. For the questionnaires and the interviews, the participants were six language specialists (three from each country) who responded to questions about the strategies that teachers use to support language learners in the four main skills (listening, reading, speaking, and writing) and the ways they assess student performance in those skills. The data gathered were coded and analyzed in search of patterns and themes oriented to answer the research question. The results of this study showed that teachers were aware of the modifications they needed to implement in the subject-specific, language, and social areas to support language learners by implementing instructional strategies related to differentiated instruction, comprehensible input, and cooperative learning, along with the use of technology to enhance learning experiences. It was also found that given the great number of approaches and instructional strategies available when planning the tasks and assessments, teachers can take and blend the aspects and elements that best fit their learners’ characteristics and learning profiles, a process grounded in the concept of principled eclecticism. It is hope…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/75139
note: ADDITIONAL LANGUAGE LEARNING: EFFECTIVE APPROACHES TO SUPPORTING NEWCOMERS LEARNING ENGLISH IN BRITISH COLUMBIA AND SPANISH IN CHILE by Claudia Marroquin Pinto A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (Education) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) July 2020 © Claudia Marroquin Pinto, 2020 ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled: Additional language learning: Effective approaches to supporting newcomers learning English in British Columbia and Spanish in Chile submitted by Claudia Marroquin Pinto in partial fulfillment of the requirements of the degree of Master of Arts Dr. Scott Roy Douglas, Associate Professor, Okanagan School of Education Supervisor Dr. Sabre Cherkowski, Associate Professor, Director of Graduate Programs, Okanagan School of Education Supervisory Committee Member Dr. Karen Ragoonaden, Professor of Teaching, Director, Center for Mindful Engagement, Okanagan School of Education Supervisory Committee Member Dr. Francis Langevin, Assistant Professor of Teaching, Faculty of Creative and Critical Studies, Okanagan Campus University Examiner July 6, 2020 Date submitted to Grad Studies iii Abstract This qualitative research study is a comparative study of instructional strategies that subject content teachers in Canada and in Chile use to teach additional language learners. The goal was to identify the most used and effective strategies. The study was framed within the research literature on additional language teaching and learning related to the constructivist view of learning. Qualitative methods were used, including a self-study carried out by the researcher, an open-ended questionnaire, and semi-structured interviews. The self-study consisted of a written journal based on classroom observations in a Canadian middle school, which allowed the …
has type: Thesis/Dissertation
date issued: 2020-09
is shown at: 10.14288/1.0392352
language: eng
degree discipline: Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/75139