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dc.contributor.authorPayk, Terri L.en_US
dc.date.accessioned2009-07-14T19:41:38Z
dc.date.available2009-07-14T19:41:38Z
dc.date.issued2006-07-14T19:41:38Z
dc.identifier.urihttp://hdl.handle.net/10464/2284
dc.description.abstractThis thesis provides a conceptual analysis of research literature on teachers' ideology and literacy practices as well as a secondary analysis of three empirical studies and the ways in which the ideologies of the English as an Additional Language (EAL) (Street, 2005) teachers in these contexts impact the teaching of literacy in empowering/disabling ways. Several major theoretical components of Cummins (1996, 2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a conceptual triad consisting of three main areas: power and ideology, validation of students ' cultural and linguistic backgrounds, and teaching that empowers. This triad provides the framework for the secondary analysis of three empirical studies on the ideologies of secondary EAL teachers. Implications of the findings from the conceptual and secondary analyses are examined in light of the research community and secondary school teachers of EAL.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectEnglish languageen_US
dc.subjectEnglish languageen_US
dc.subjectEnglish languageen_US
dc.subjectEnglish languageen_US
dc.titleA conceptual analysis of research literature on teachers' ideology and literacy practices: extending the dialogue through a secondary analysis of high school English as an additional language contexts /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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