Examining the Structures That Impact English Language Learners’ Agency in Urban High Schools
Resources and Roadblocks in the Classroom
Bibliographic Data
| ID | 9730273 |
|---|---|
| Authors | Beth A Wassell (0000-0001-9329-7189, Rowan University, Glassboro, NJ,, corresponding author), María Fernández-Hawrylak (0000-0002-7222-587X, Universidad de Burgos), Maria Fernández Hawrylak (Universidad de Burgos), Sarah-Kate LaVan (Temple University, Philadelphia, PA) |
| Year | 2010 |
| Volume | 42 |
| Issue | 5 |
| Pages | 599-619 |
| Publication date | 2010-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124510375598 |
| OpenAlex | W2132419702 |
| Language | EN |
| Citations received | 9 |
| References cited | 13 |
This qualitative study focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students’ agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as space, and time, and a schema of caring, which were created by teachers’ practices. They also included roadblocks, such as poor instructional practices, a lack of empathy of students’ experiences, and diminished access to the curriculum
Agency (philosophy · Curriculum · Empathy · Mathematics education · Narrative · Pedagogy · Qualitative research · Schema (genetic algorithms · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Co‐creating a community of belonging and presence
“I Think It’s Pretty Easy to Give Up”
Understanding US primary school teachers’ paradoxical emotions and emotional labor in multicultural/multilingual classrooms
Understanding English Learners’ High School Academic Experience
Impacts of Positioning, Power, and Resistance on EFL Learners’ Identity Construction through Classroom Interaction
From teacher-intended to learner-actualised affordances in a WeChat-Supported mobile Chinese language learning environment
Exploring the emotions and needs of English language learners
My American Dream
Literacies of Joy
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |