Abstract
Emerging bilingual (EB) students are present in many mainstream secondary writing classrooms; however, little existing research addresses how best practices designed in other contexts help these students. One such practice is writing conferences. This study analyzed the responses of five middle school English Language Arts (ELA) teachers about their writing conference practices with EB students. Teachers' responses suggested that these teachers were unsure what writing conferences should look like and what to expect from EB students. When teachers prioritized what they saw as most beneficial, their writing conferences seemed more collaborative. These findings suggest that administrators, teachers, and teacher educators should think critically about teachers' perceptions and beliefs of writing conferences and EB students.
Degree
MA
College and Department
David O. McKay School of Education; Teacher Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Hodgman, Megan, "Teachers' Belief, Values, and Practices in Collaborative Writing Conferences with Emerging Bilingual Students" (2024). Theses and Dissertations. 10710.
https://scholarsarchive.byu.edu/etd/10710
Date Submitted
2024-04-12
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13546
Keywords
collaboration, emerging bilingual students, language arts, writing conferences
Language
english