http://hdl.handle.net/10027/7546 Thu, 20 Jun 2013 06:05:20 GMT 2013-06-20T06:05:20Z http://hdl.handle.net/10027/7766 Repair with confianza: Rethinking the context of corrective feedback for English learners (ELs) Razfar, Aria In this paper, I focus on a prevalent and controversial practice in English instruction, namely corrective feedback or repair. While the pros and cons of this practice have been rigorously debated by language scholars for many years, the issue is mostly approached from a cognitive point of view with the focus being on the individual learner and their subsequent language development (or lack thereof depending on the perspective). The debate rarely focuses on the underlying beliefs and assumptions that mediate the practice (that is, language ideologies); furthermore, there is little attention paid to the socio-cultural context of corrective feedback and, more importantly, the affective and relational aspects through which we interpret corrective practices and repair. After highlighting some of the critical scholarly, theoretical, and ethical considerations surrounding this practice, I draw on case-study data collected in an urban, elementary language arts classroom to present an alternative model of corrective feedback and repair in English learner contexts. I argue for a more robust and critical view of corrective feedback and repair especially in a national context where restrictive language policies and mandated curricula are enacted. Ms. Ramirez strategically organises English language learning based on effective principles of corrective feedback (Ellis, 2004) through non-restrictive language ideologies, socio-cultural tenets of language, and building solidarity and confianza with students. The original source for this publication is availble through The University of Waikato; [http://edlinked.soe.waikato.ac.nz/research/journal/index.php?id=1]. Wed, 01 Sep 2010 05:00:00 GMT http://hdl.handle.net/10027/7766 2010-09-01T05:00:00Z http://hdl.handle.net/10027/7756 Investigating English Reading Comprehension Growth in Adolescent Language Minority Learners: Some Insights from the Simple View Mancilla-Martinez, Jeannette; Kieffer, Michael J.; Biancarosa, Gina; Christodoulou, Joanna A.; Snow, Catherine E. The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading comprehension growth of middle school LM learners was investigated using a longitudinal design and the Simple View of Reading as a theoretical framework. Students were assessed at four time points between fifth and seventh grades on standardized measures of listening comprehension, word reading, and reading comprehension. Individual growth modeling revealed that both listening comprehension and word reading assessed in fifth grade predicted the elevation of students' developmental trajectories in reading comprehension. However, neither skill predicted students’ growth in reading comprehension, and there was no significant variation across children in growth rates, indicating that students in seventh grade remained on a trajectory established in fifth grade. The implications of the slowing rate of reading comprehension development during the middle school years are discussed. Post print version of article may differ from published version. The original publication is available at www.springerlink.com; DOI: 10.1007/s11145-009-9215-5. Tue, 01 Mar 2011 06:00:00 GMT http://hdl.handle.net/10027/7756 2011-03-01T06:00:00Z