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Whose Definition of Success? Identifying Factors That Affect English Language Learners' Access to Academic Success and Resources
Author(s) -
SHARKEY JUDY,
LAYZER CAROLYN
Publication year - 2000
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3587961
Subject(s) - affect (linguistics) , psychology , mathematics education , linguistics , pedagogy , communication , philosophy
* Ganda,1 a ninth grader from Nepal who was in the United States while his father completed a doctoral degree, and Nicholas, a ninth-grade immigrant from Ukraine, burst into the ESL room minutes after the seventh-period bell had rung. After checking out who was in the room and having a small conversation about the location of Kathmandu on one of the classroom maps, they sat down and attended to the task that had brought them to the ESL room. They told Judy, a volunteer tutor, that their science teacher had sent them there to get help completing their quizzes. One question read, 'You are at station two. Look at the model and describe the processes." Ganda and Nicholas were allowed to bring their quizzes but not the models to the ESL room, thus complicating how much help a tutor or teacher could offer. "What's happening in your science class now?" Judy asked. "Oh, the teacher is going over the quiz with the students. He's explaining the answers to them," Nicholas replied (field notes, October 22, 1998).