Hendry, Heather Jean
(2009)
FOREIGN LANGUAGE LEARNING OF STUDENTS WITH LANGUAGE LEARNING DISABILITIES: AN ACTIVITY THEORY PERSPECTIVE OF THREE MIDDLE SCHOOL STUDENTS.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The purpose of this study is to contribute to the existing literature on the foreign language learning of students with LLDs by conducting a comprehensive investigation of the performance of three students in middle school foreign language classes in a suburban school district in southwestern Pennsylvania. More specifically, this study documents (a) student writing over time, (b) student and teacher perceptions, (c) classroom interactions, and (d) the instructional practices that teachers use to accommodate these three middle school students with (LLDs) during whole group class instruction. As previous research has demonstrated a relationship between classroom interactions and student performance in a foreign language, this study also examines how the writing performance of three students with LLDs relates to the classroom interactions and instructional practices that their teachers implement to accommodate students with LLDs. To conduct this study, several data sources were collected and analyzed including student writing assessments over time, student and teacher interviews, and classroom observations. To link these multiple sources of data that were collected, an Activity Theory was applied as an analytical framework. This sociocultural theoretical framework was applied to this study because it provides a method to explain the multiple aspects of a child's environment that contribute to his/her learning. By referring to Activity Theory, relationships between classroom components such as classroom interactions, student and teacher perceptions, mediational tools, and student performance were established and explained. Although this study examines a small group of three students and its specificity prevents generalizing to all students with LLDs who participate in foreign language programs, the findings and implications contribute to a grounded conceptual understanding of students with LLDs and their abilities and challenges in learning a foreign language. By contributing to the conceptual understanding of the foreign language learning of students with LLDs, the findings of this study assist school districts in making decisions regarding enrollment of students with LLDs in foreign language programs, designing curricula and instructional accommodations for students with LLDs, developing professional development for foreign language teachers, and informing the public on the issue of students with LLDs and foreign language learning.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
| Title | Member | Email Address | Pitt Username | ORCID |
|---|
| Committee Chair | Donato, Richard | donato@pitt.edu | DONATO | | | Committee Member | Thein, Amanda | | | | | Committee Member | Tucker, G Richard | | | | | Committee Member | Rosenbusch, Marcia | | | |
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| Date: |
22 June 2009 |
| Date Type: |
Completion |
| Defense Date: |
9 April 2009 |
| Approval Date: |
22 June 2009 |
| Submission Date: |
22 April 2009 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Activity Theory; Foreign Language Education; Learning Disabilities; Special Education; Writing; Accommodations; Middle School Students |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-04222009-152828/, etd-04222009-152828 |
| Date Deposited: |
10 Nov 2011 19:41 |
| Last Modified: |
15 Nov 2016 13:41 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/7507 |
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