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The social practice (activity) of the integration of K-12 English as a second language (ESL) students in a diverse urban school district in Canada McRae-McCarthy, Victoria Lillian A.
Abstract
Using mixed methods this exploratory research examined the social practice (activity) of integration for English as a second language (ESL) students in a large multicultural, multilingual urban school district from the point of view (survey, n=253/interview, n=64) of respondents (teachers, parents, students, administrators) from the school community. The study also examined documents (n=242) at a micro/macro level over rime (ten years). It explicitly raised the question: How was the integration of ESL learners practiced by various participants in an organization, both actively and in writing (text)? - to explore and illuminate issues surrounding the widespread disagreement amongst stakeholders previously documented in both internal/external school district reviews and other documents. TESOL Standards K-12 (2000) recommends against a 'traditional' model of integration and for a 'new' model, endorsed by contemporary research, and ultimately implying a language socialization perspective. Each of these models was considered in this research. Findings indicated that the majority of respondents and documents focussed on a traditional ESL service delivery model for integration centred on English testing of K-12 ESL students, but a substantial minority of respondents and documents gave other views of integration and/or views critical of the traditional model. School organizations did not adequately address issues required by TESOL Standards K-12 (2000): language as a medium of learning in relation to content knowledge, culture and student diversity. A greater focus on language socialization by schools could offer a richer and more current model for integration that would advance policies and practices for multicultural, multilingual ESL students in large urban centres and offer a more holistic approach to research amongst those in ESL, multicultural, and special education, as well as education generally around issues of ESL integration in urban school districts.
Item Metadata
Title |
The social practice (activity) of the integration of K-12 English as a second language (ESL) students in a diverse urban school district in Canada
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2002
|
Description |
Using mixed methods this exploratory research examined the social practice
(activity) of integration for English as a second language (ESL) students in a large
multicultural, multilingual urban school district from the point of view (survey,
n=253/interview, n=64) of respondents (teachers, parents, students, administrators)
from the school community. The study also examined documents (n=242) at a
micro/macro level over rime (ten years). It explicitly raised the question: How was
the integration of ESL learners practiced by various participants in an organization,
both actively and in writing (text)? - to explore and illuminate issues surrounding
the widespread disagreement amongst stakeholders previously documented in both
internal/external school district reviews and other documents.
TESOL Standards K-12 (2000) recommends against a 'traditional' model of
integration and for a 'new' model, endorsed by contemporary research, and
ultimately implying a language socialization perspective. Each of these models was
considered in this research.
Findings indicated that the majority of respondents and documents focussed
on a traditional ESL service delivery model for integration centred on English
testing of K-12 ESL students, but a substantial minority of respondents and
documents gave other views of integration and/or views critical of the traditional
model. School organizations did not adequately address issues required by TESOL
Standards K-12 (2000): language as a medium of learning in relation to content
knowledge, culture and student diversity. A greater focus on language socialization by schools could offer a richer and more current model for integration that would
advance policies and practices for multicultural, multilingual ESL students in large
urban centres and offer a more holistic approach to research amongst those in ESL,
multicultural, and special education, as well as education generally around issues of
ESL integration in urban school districts.
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Extent |
18765212 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-10-06
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078211
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2002-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.