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dc.contributor.authorShin, Sarah J.
dc.date.accessioned2020-03-04T17:02:31Z
dc.date.available2020-03-04T17:02:31Z
dc.date.issued2009-06-02
dc.description.abstractThis paper reports on a part of a year-long investigation into high school ESL students’ academic language development. Eight participants were pulled out of their intermediate ESL class for weekly 50-minute sessions with the author for a year. While the main focus of the sessions was reading news magazine articles for meaning, the author purposely drew students’ attention to potentially difficult grammatical forms. Four sessions were on sentence-combining strategies in which the participants practiced rewriting sentences and discussed their justifications for their grammatical and rhetorical choices. Multiple solutions were encouraged and the participants negotiated meaning derived from the various ways of rewriting the sentences. These sessions were audio-recorded and transcribed, and each participant’s written responses were analyzed for grammatical accuracy, clarity, and completeness in meaning, and compared with his/her oral justification. The stronger students in the group exhibited greater willingness to experiment with different ways of rewriting sentences and had an “ear” for what academic English sounded like. In contrast, the weaker students stumbled on individual words and had considerable difficulty when presented with multiple sentences. This paper discusses the critical role of the teacher in drawing students’ attention to form within a meaning-driven, interactive discussion of academic English.en_US
dc.description.urihttps://www.sciencedirect.com/science/article/pii/S0346251X09000554en_US
dc.format.extent32 pagesen_US
dc.genrejournal articles postprintsen_US
dc.identifierdoi:10.13016/m23pdp-zmce
dc.identifier.citationShin, Sarah J.; Negotiating grammatical choices: Academic language learning by secondary ESL students; System 37(3), pages 391-402(2009); https://www.sciencedirect.com/science/article/pii/S0346251X09000554en_US
dc.identifier.urihttps://doi.org/10.1016/j.system.2009.01.002
dc.identifier.urihttp://hdl.handle.net/11603/17476
dc.language.isoen_USen_US
dc.publisherElsevier B.V.en_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Office of the Provost
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Education Department
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleNegotiating grammatical choices: Academic language learning by secondary ESL studentsen_US
dc.typeTexten_US


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This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Except where otherwise noted, this item's license is described as This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.