Characteristics and contexts of successful learners in heterogeneous language proficiency classrooms.

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dc.contributor.advisorBlevins, Brooke E.
dc.creatorDexter Torti, Cameron John, 1990-
dc.date.accessioned2018-05-30T13:50:22Z
dc.date.available2018-05-30T13:50:22Z
dc.date.created2018-05
dc.date.issued2018-04-27
dc.date.submittedMay 2018
dc.date.updated2018-05-30T13:50:22Z
dc.description.abstractSecond language learners in heterogeneous language proficiency classrooms simultaneously balance acquiring language and content in formal educational settings. While research into the settings and instruction schools and teachers can employ to increase acquisition has led to new practices in schools and classrooms, second language learners and the contexts they experience are often overlooked as factors to their success. Utilizing the Developmental Assets and Academic Engagement and Performance frameworks, this study identified the characteristics and contexts surrounding successful second language learners. While unable to provide conclusive results, the study also provided answers to help students at the school site access more Developmental Assets and potentially higher achievement.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2104/10390
dc.language.isoen
dc.rights.accessrightsWorldwide access.
dc.rights.accessrightsAccess changed 7/31/20.
dc.subjectcontexts
dc.subjectsecond language learners
dc.subjectsuccessful
dc.titleCharacteristics and contexts of successful learners in heterogeneous language proficiency classrooms.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2020-05-01
local.embargo.terms2020-05-01
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.levelMasters
thesis.degree.nameM.A.

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