This study sets out to answer the call for explicit instruction in critical thinking for ELL.
Using action research and qualitative methodology, I examine the effect of implementing the
cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class
using the American curriculum. I center instruction on authentic texts and scaffold critical
literacy and thinking tasks for instructional interventions. The data generated by the study
includes written responses and reflections by the participants. This data is analyzed using
research into cognitive theory and critical thinking pedagogy. The results support the cognitive
apprenticehip model as one means for improving the higher literacy of ELL, regardless of level
and background. The findings of this study contribute to the discussion of how to bridge the
achievement gap between ELL and their native speaking peers and provide an avenue to advance
their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/2872 |
| Date | 03 1900 |
| Creators | Westbrook, Joanna Tonita |
| Contributors | Spencer, Brenda (Prof.) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (173 leaves) |
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