CULTIVATING LANGUAGE PROFICIENCY: EMPOWERING PLURILINGUAL LEARNERS THROUGH LANGUAGE-FOCUSED FEEDBACK IN GRADES 4 AND 5 WRITING INSTRUCTION
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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2024
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| _version_ | 1866901898859118592 |
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| author | Katayama, Deanne |
| author_facet | Katayama, Deanne |
| contents | <p>This dissertation investigated the effects of focused writing feedback on the pedagogical content knowledge (PCK) of grades 4 and 5 elementary school teachers working with plurilingual learners (PLs). Through the implementation of inquiry cycles, the study aimed to improve teaching practices and student writing outcomes by emphasizing language-specific feedback. The research encompassed two Plan-Do-Study-Study-Act (PDSA) cycles, which involved analyzing the types and frequency of feedback provided and their impact on student engagement and writing revisions.</p> <p>Key components of the process included professional learning sessions, data-driven decision-making, and the application of the Language-Specific Writing Feedback Checklist (LSWFC) aligned with English language development (ELD) Standards. The results revealed improvements in teacher practices and student writing proficiency despite not fully achieving the initial aim statement goals. The iterative nature of the PDSA cycles facilitated ongoing reflection and improvement, leading to more effective instructional strategies for plurilingual students.</p> <p>This dissertation revealed the importance of targeted, high-quality instruction and continuous PD (PD) in addressing the unique needs of PLs. It emphasized the necessity for systemic changes to sustain these improvements and promote educational equity. The study offered insights into effective writing feedback practices and provided practical recommendations for educators to enhance the support for plurilingual students in writing.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_13119605 |
| institution | Zenodo |
| language | eng |
| publishDate | 2024 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | CULTIVATING LANGUAGE PROFICIENCY: EMPOWERING PLURILINGUAL LEARNERS THROUGH LANGUAGE-FOCUSED FEEDBACK IN GRADES 4 AND 5 WRITING INSTRUCTION Katayama, Deanne writing feedback plurilingual learner English learner teacher pedagogical content knowledge writing time feedback <p>This dissertation investigated the effects of focused writing feedback on the pedagogical content knowledge (PCK) of grades 4 and 5 elementary school teachers working with plurilingual learners (PLs). Through the implementation of inquiry cycles, the study aimed to improve teaching practices and student writing outcomes by emphasizing language-specific feedback. The research encompassed two Plan-Do-Study-Study-Act (PDSA) cycles, which involved analyzing the types and frequency of feedback provided and their impact on student engagement and writing revisions.</p> <p>Key components of the process included professional learning sessions, data-driven decision-making, and the application of the Language-Specific Writing Feedback Checklist (LSWFC) aligned with English language development (ELD) Standards. The results revealed improvements in teacher practices and student writing proficiency despite not fully achieving the initial aim statement goals. The iterative nature of the PDSA cycles facilitated ongoing reflection and improvement, leading to more effective instructional strategies for plurilingual students.</p> <p>This dissertation revealed the importance of targeted, high-quality instruction and continuous PD (PD) in addressing the unique needs of PLs. It emphasized the necessity for systemic changes to sustain these improvements and promote educational equity. The study offered insights into effective writing feedback practices and provided practical recommendations for educators to enhance the support for plurilingual students in writing.</p> |
| title | CULTIVATING LANGUAGE PROFICIENCY: EMPOWERING PLURILINGUAL LEARNERS THROUGH LANGUAGE-FOCUSED FEEDBACK IN GRADES 4 AND 5 WRITING INSTRUCTION |
| topic | writing feedback plurilingual learner English learner teacher pedagogical content knowledge writing time feedback |
| url | https://doi.org/10.5281/zenodo.13119605 |