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A 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 /

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dc.contributor.author Payk, Terri L. en_US
dc.date.accessioned 2009-07-14T19:41:38Z
dc.date.available 2009-07-14T19:41:38Z
dc.date.issued 2006-07-14T19:41:38Z
dc.identifier.uri http://hdl.handle.net/10464/2284
dc.description.abstract This 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject English language en_US
dc.subject English language en_US
dc.subject English language en_US
dc.subject English language en_US
dc.title A 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.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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