This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.
| Identifer | oai:union.ndltd.org:uiowa.edu/oai:ir.uiowa.edu:etd-7582 |
| Date | 01 May 2018 |
| Creators | Porter, Cindra K. |
| Contributors | Schrier, Leslie, Plakans, Lia |
| Publisher | University of Iowa |
| Source Sets | University of Iowa |
| Language | English |
| Detected Language | English |
| Type | dissertation |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | Copyright © 2018 Cindra K. Porter |
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