Abstract:

This study employs ethnographic case study method to explore secondary English
language learners’ experiences with content-area writing in a U.S. public school
setting. Documentary evidence, interviews, and students’ written work comprise the
data set. Data are interpreted through a sociocognitive theoretical lens to take into
account contextual and individual cognitive factors that come into play in English
language learners’ development of content-specific writing. Findings suggest that a
combination of institutional factors (e.g. school program design, state regulations,
and state assessment systems) in concert with teacher beliefs and expectations
of English language learners impact the content-area writing instruction which
English language learners receive. This study points to the need for continued investigation
of state policies, school processes, and teacher beliefs and practices that may
enhance the quality and breadth of writing English language learners experience as
they move through secondary school.
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Author: Kristen C. Wilcox