지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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Via four month long classroom observations and extensive interviews with two American classrooms teachers and two Korean 4th graders, the present study portrayed factors that may contribute to two Korean ESL learners' reading development. Major findings include that (a) reading instructions of the American teachers were not tailored to meet the needs of the Korean students, and that (b) the dominant Discourse (Gee, 1990) interfered with the Korean ESL children's interactions and co-construction of meanings, (c) reading instructions for the Korean children tended to focus on low level reading skills at the expense of meaning construction, and that (d) parental involvement may be an alternative for rich interaction and co-construction of meaning. Practical implications are drawn for parents and mainstream classroom teachers of Korean ESL children.
목차
Ⅰ. Problem Statement
Ⅱ. Theoretical Framework
Ⅲ. Methodology
Ⅳ. Results
Ⅴ. Discussion
Works Cited
Abstract
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
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이 논문의 저자 정보
이 논문과 함께 이용한 논문
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