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dc.contributor.authorCurl, Jennifer Eileen
dc.date2021
dc.date.accessioned2021-07-22T18:49:36Z
dc.date.available2021-07-22T18:49:36Z
dc.identifier.urihttp://hdl.handle.net/10898/12752
dc.description.abstractThis study sought to examine how the use of heritage literacies and languages by college-bound ELLs in advanced English classes can help ELLs meet course expectations and inform attitudes towards future ELA courses. Three adult professionals, a teacher, a pharmacist, and a chemical engineer, were purposefully sampled to share their lived experiences and reflections as ELLs in advanced English classes as high school students. The research questions were: (1) What do the narratives of college-bound English Language Learners enrolled in an advanced English course reveal about their use of heritage languages and Literacies? and (2) How do the narratives of college-bound English Language Learners enrolled in advanced English courses inform culturally responsive education? Data were collected through one-on-one interviews between the researcher and individual participants through recorded Zoom sessions, composition artifacts chosen by the participants, and a focus group including all three participants and the researcher. Data were analyzed through multi-level coding (Saldaña, 2016) employing holistic and in vivo coding for level one, pattern coding for level two, and cross-case analysis and narrative coding for level three. Results suggest that disconnections exist between ELLs and ESOL support, cultural use of language, and teacher expectations. Further results indicate microaggressions experienced by ELLs in advanced English classrooms, as well as frustration and confusion, related to advanced English teachers’ instructional practices. Finally, participants experienced disconnections resulting from myths and misconceptions about ELLs in advanced English classrooms. Recommendations for future studies include a focus on the intersection between race and culture, language, and literacy practices among ELLs and how schools can create bridges between ESOL and advanced course pathways.
dc.publisherMercer University
dc.subjectCurriculum development
dc.subjectAdvanced English courses
dc.subjectEnglish language learners
dc.subjectHeritage languages and literacies
dc.subjectCollege of Education
dc.titleIn Their Own Words: Acknowledging Heritage Literacies and Languages with College-Bound English Language Learners in Advanced English Language Arts Classrooms
dc.typedissertationen_US
dc.date.updated2021-07-21T19:04:13Z
dc.language.rfc3066en
refterms.dateFOA2021-07-22T18:49:36Z
dc.contributor.departmentTift College of Education
dc.description.advisorPanther, Leah M
dc.description.committeePanther, Leah M
dc.description.committeeIsaac, Carol A
dc.description.committeeAlvarez, Alana V
dc.description.degreeD.Phil.


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