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THE USE OF
CULTURALLY RELEVANT AUTHENTIC MATERIALS AND L1
IN SUPPORTING SECOND LANGUAGE LITERACY
by
Pik Kuan Angeline Chong
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF SCIENCE
(EDUCATION)
May 2011
Copyright 2011 Pik Kuan Angeline Chong
Object Description
| Title | The use of culturally relevant authentic materials and L1 in supporting second language literacy |
| Author | Chong, Pik Kuan Angeline |
| Author email | angiedwh@gmail.com; pikkuanc@usc.edu |
| Degree | Master of Science |
| Document type | Thesis |
| Degree program | Teaching English as a Foreign Language |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-23 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) | Filback, Robert |
| Advisor (committee member) |
Carbone, Paula Mora-Flores, Eugenia |
| Abstract | Contrary to popular belief, most English Language Learners (ELLs) in the United States are native born, and this particular population is projected to make up 82% of the total American population in year 2050 (NCELA, 2006). A large achievement gap between ELLs and English speakers, however, has been identified, especially in urban districts, where reading and ELL student achievements tend to be low (Goldenberg, 2010). Presently, most ELLs are taught to decode the language by analyzing and identifying linguistic elements out of context. As a result, learners are less engaged and more detached about learning a language independent of meaning and relevant content (Goodlad, 1984). This study examined the use of reading materials that positively influence the achievement and classroom participation of native Spanish speaking English language learners (ELLs). A reading intervention was implemented in a sheltered ESL 3 (an equivalent to ninth grade English) classroom in a southwest urban school. This intervention addressed the extent to which culturally relevant authentic materials that incorporate learner’s native language (L1) increased student achievement and participation. The results and pedagogical implications are discussed in this paper. |
| Keyword | culturally relevant; authentic material; L1; second language acquisition; literacy |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2011 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3800 |
| Contributing entity | University of Southern California |
| Rights | Chong, Pik Kuan Angeline |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Chong-4406 |
| Archival file | uscthesesreloadpub_Volume14/etd-Chong-4406.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | THE USE OF CULTURALLY RELEVANT AUTHENTIC MATERIALS AND L1 IN SUPPORTING SECOND LANGUAGE LITERACY by Pik Kuan Angeline Chong A Thesis Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF SCIENCE (EDUCATION) May 2011 Copyright 2011 Pik Kuan Angeline Chong |
