Immigrant-origin students, particularly newcomer students, are a rapidly growing demographic in schools. Educational settings serve as the first contact zones where newcomer immigrant students interact with society. Therefore, their school environment plays a crucial role in their adaptations, forming identities, and analyzing the socio-political issues. Teachers have a profound impact on this process by creating a dynamic interplay between their self-capacities and the learning environment through reflecting on their biases and using their agencies. This study was based on the premise that literacy is an ongoing process of identity formation through social interaction, and it serves as a means of learning about the world. For the purpose of this research an exploratory case study design was employed to investigate the literacy practices of four English as a Second Language (ESL) teachers in two urban high schools. The data was collected by conducting interviews and classroom observations using purposeful sampling. The research findings highlighted that teachers' perceptions and attitudes have a significant impact on the development of students' identities. Teachers used their mainstream coding system to interpret and comprehend the cultural, linguistic, and ethnic diversity that was present in their classrooms. The findings of the study also indicated that power dynamics, standardized exams, and prescribed curricula have an impact on the ways teachers utilize their agency, pedagogy, and facilitation roles. Several implications have been discussed based on the research findings.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2332664 |
| Date | 05 1900 |
| Creators | Sari, Gulhan |
| Contributors | González-Carriedo, Ricardo, Acar, Selcuk, Barahona, Elba, Krutka, Daniel G. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Sari, Gulhan, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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