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Young English Learners As Writers: an Exploration of Teacher-Student Dialogic Relationships in Two Mainstream Classrooms

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Young English Learners As Writers: an Exploration of Teacher-Student Dialogic Relationships in Two Mainstream Classrooms Young English Learners as Writers: An Exploration of Teacher-Student Dialogic Relationships in Two Mainstream Classrooms A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of Doctor of Philosophy In the Department of Educational Studies of the College of Education, Criminal Justice, and Human Services by Elizabeth Lowrance-Faulhaber M.A.T. University of Southern California August 2013 Committee Co-Chair: Dong-shin Shin, Ed.D. Committee Co-Chair: Susan Watts-Taffe, Ph.D. Committee Member: Holly Johnson, Ph.D. Abstract Children in U.S. schools who receive instruction in English yet speak a primary language other than English at home, English learners (ELs), have historically experienced a lack of achievement compared to their monolingual peers. Early literacy instruction has been shown to predict later academic success, although a lack of research exists surrounding young EL children’s writing. The purpose of this study was to explore the dialogic relationships between two mainstream teachers and two young EL children in relation to literacy practices and writing outcomes. Grounding the study in a sociocultural framework, I conducted a multiple-case study of two first-grade classrooms. Participant observations and stimulated-recall interviews provided insight into the classroom literacy practices, the teachers’ decision-making processes, and how the teacher-student dialogic relationships may have influenced student writing outcomes. Findings revealed three related dialogic patterns across cases: a) integrating modes of meaning- making; b) using scaffolding, tools, and strategies; and c) engaging in social activities. A cross- case synthesis led to insights regarding a) the students’ use of voice in writing, b) assessing young EL children who rarely speak, c) valuing teachers’ roles in teacher-student dialogic relationships, d) using graphic organizers as instructional tools, and e) emphasizing the value of asset-based pedagogies. Implications for educators, policymakers, and educational researchers are discussed. Finally, I call for a change in curricular foci to include asset-based pedagogies incorporating the cultural and linguistic resources young children carry with them to school. ii iii Acknowledgments This project could not have been accomplished alone. I credit the guidance I received from parents, teachers, friends, and mentors over a lifetime, who led me to discover the beauty and possibility of language. I thank the children who invited me into their magical spaces of discovery and gave me a glimpse into their minds. I thank the teacher-participants in this study for allowing me access to their classrooms and thoughts. I hold a special affection for my own early teachers, who made me want to be them. I wish to thank Dr. Hye Pae, Dr. Tina Stanton-Chapman, and Dr. Ying Guo, who all served as advisors, committee members, and mentors. A special thanks to Dr. Cheri Williams, who devoted countless hours preparing me to begin the dissertation journey. I wish to thank my dissertation committee. Thanks to Dr. Holly Johnson for lending her expertise and for introducing me to Vygotsky and Bakhtin, whose work has come to pervade my world view. Special thanks to Dr. Dong-shin Shin for her dedication, hard work, profound intellect, and generosity. Dr. Susan Watts-Taffe has been a gift to me and to the world. Expressing my gratitude to and for her is one of the rare moments in my life when the beauty and possibility of language, with which I am so fascinated, are exhausted. Those who know her understand. I was privileged to be born to Ron and Joy Lowrance. Thank you, Mom, for reading me books and gifting me with gab! Thank you, Dad, for the parables and for teaching me to dive deep and keep swimming. I hope I have made you proud. Thanks to the rest of the Lowrances and Faulhabers—my dearest friends and biggest fans. I love you all! Finally, thank you to my husband Rob, the best-kept secret in Cincinnati! I am profoundly blessed to have a partner whose superpower is supporting me and whose motto is, “Happy wife, happy life!” This achievement is ours to share. iv Table of Contents Abstract .................................................................................................................................... ii Acknowledgments ................................................................................................................... iv List of Tables and Figures..................................................................................................... viii Tables .......................................................................................................................... viii Figures ........................................................................................................................ viii Chapter 1: Introduction ............................................................................................................1 Young English Learners in U.S. Schools .........................................................................1 Instructional Strategies That Support Young EL Children’s Writing Development ..........3 Teacher Decision-Making and Writing Instruction ...........................................................7 Purpose Statement and Research Questions .....................................................................8 Conceptual Foundations ..................................................................................................9 Limitations .................................................................................................................... 14 Unique Contributions of this Study ................................................................................ 14 Summary ....................................................................................................................... 15 Chapter 2: Theoretical Framework and Literature Review ................................................. 17 Theoretical Framework .................................................................................................. 17 Literature Review .......................................................................................................... 28 Summary of Theoretical Framework and Literature Review .......................................... 59 Chapter 3: Methodology ......................................................................................................... 61 Study Purpose ................................................................................................................ 61 Study Design ................................................................................................................. 61 Recruiting Participants and Obtaining Consent .............................................................. 62 Setting ........................................................................................................................... 66 v Participants .................................................................................................................... 68 Curriculum .................................................................................................................... 76 Data Collection .............................................................................................................. 82 Data Analysis ................................................................................................................ 91 Trustworthiness ........................................................................................................... 109 Summary of Methodology ........................................................................................... 113 Chapter 4: Findings-Case 1 .................................................................................................. 115 Snapshot: Ms. Hawkins and Mario .............................................................................. 116 Ms. Hawkins and Mario’s Dialogic Relationship ......................................................... 116 Ms. Hawkins’ Rationales for Instruction ...................................................................... 163 Mario's Writing Outcomes ........................................................................................... 175 Chapter 5: Findings-Case 2 .................................................................................................. 203 Snapshot: Ms. Maddox and Rudy ................................................................................ 203 Ms. Maddox and Rudy’s Dialogic Relationship ........................................................... 204 Ms. Maddox’s Rationales for Instruction ..................................................................... 252 Rudy’s Writing Outcomes. .......................................................................................... 267 Chapter 6: Cross-Case Synthesis and Discussion ................................................................ 290 Voice ........................................................................................................................... 291 Children on the Periphery ............................................................................................ 294 Teacher Knowledge of Literacy Pedagogy, English learners, and Individual Students.. 295 Graphic Organizers ...................................................................................................... 298 Asset-Based Pedagogies
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