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| 說明 | 1 online resource (287 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Dissertations Abstracts International, Volume: 80-04, Section: A |
| Publisher info.: Dissertation/Thesis |
| Thesis (Ph.D.)--Kent State University, 2018 |
| Includes bibliographical references |
| The purpose of this qualitative study was to understand how English as Second Language (ESL) instructors perceived and implemented new literacies in their pedagogical contexts. The research was viewed through the Communicative Language Teaching and the New Literacies Studies theoretical lenses. A basic interpretive qualitative case study was applied to explore three ESL literacy instructors' practices and perceptions by addressing the following research questions: (1) What do ESL instructors view as the role of new literacies in an ESL context? (2) How do ESL instructors implement and integrate new literacies (in their instruction)? (3) How do they bridge the literacy gap (i.e., in-school vs. out-of-school literacies) that students experience? The findings revealed that new literacies were minimal among the participants' teaching contexts. New literacies were considered instructional aid, as the dominant literacy was print resources. Additionally, participants perceived new literacies as a first language literacy practice in the students' first language (L1). These findings suggest the need for a broadened understanding of new literacies that moves beyond considering literacy as an instructional tool. This may be accomplished by offering ESL instructors sufficient trainings through professional development opportunities |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2020 |
| Mode of access: World Wide Web |
| 主題 | Bilingual education |
| Pedagogy |
| Reading instruction |
| Language |
| Electronic books. |
| 0282 |
| 0456 |
| 0535 |
| 0679 |
| ISBN/ISSN | 9780438391406 |
