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Implementing a question-generation strategy with bilingual students: exploring the perspectives of a beginning teacher /

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dc.contributor.author Al-Fartousi, May. en_US
dc.date.accessioned 2009-06-09T18:16:35Z
dc.date.available 2009-06-09T18:16:35Z
dc.date.issued 2006-06-09T18:16:35Z
dc.identifier.uri http://hdl.handle.net/10464/1584
dc.description.abstract This study examined the challenges associated with the explicit delivery of questiongeneration strategy with 8 Arab Canadian students from the perspective of a bilingual beginning teacher. This study took place in a private school and involved 2 stages consisting of 9 instructional sessions, and individual interviews with the students. Data gathered from these interviews and the researcher's field notes from the sessions were used to gain insights about the participants' understanding and use of explicit instruction. The themes that emerged from the data included "teacher attitude," "students' enhanced metacognitive awareness and strategy use," "listening skills," and "instructional challenges." Briefly, teacher's attitude demonstrated how teacher's beliefs and knowledge influenced her willingness and perseverance to teach explicitly. Students' enhanced metacognitive awareness and strategy use included students' understanding and use of the question-generation strategy. The students' listening skills suggested that culture may influence their response to the delivery of explicit instruction. Here, the cultural expectations associated with being a good listener reinforced students' willingness to engage in this strategy. Students' prior knowledge also influenced their interaction with the question-generation strategy. Time for process versus covering content was a dominant instructional challenge. This study provides first hand information for teachers when considering how students' cultural backgrounds may affect their reactions to explicit strategy instruction. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Learning strategies en_US
dc.subject Reading comprehension en_US
dc.subject Bilingualism en_US
dc.subject First year teachers. en_US
dc.title Implementing a question-generation strategy with bilingual students: exploring the perspectives of a beginning teacher / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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