From left: Hyun Jung Joo, Hyoseon Lee, Christopher Yaluma.
HYUN JUNG JOO
JOO.77@OSU.EDU
TEACHING AND LEARNING, FOREIGN, SECOND, & MULTILINGUAL LANGUAGE EDUCATION
ALAN HIRVELA, ADVISOR
A CASE STUDY OF A L2 WRITER IN HIGH SCHOOL ESL CLASSROOMS: ADVANCING THE KNOWLEDGE OF ACADEMIC WRITING
This two-year-long case study examines the L2 writing experiences of an immigrant student in U.S. high school ESL classrooms from her arrival as a junior to her graduation. Her mastery of academic discourse was possible due to exposure and opportunities to advanced academic writing through meaningful interaction and negotiation.
HYOSEON LEE
LEE.5908@OSU.EDU
TEACHING AND LEARNING,
FOREIGN, SECOND, & MULTILINGUAL LANGUAGE EDUCATION
ALAN HIRVELA, ADVISOR
PEER DIALOGUE AND FEEDBACK IN A WRITING GROUP FOR CHINESE UNDERGRADUATE STUDENTS
The present study explores how peer dialogue and feedback works for Chinese undergraduate students’ English writing. Findings from observation, interview, and writing texts discuss the students’ learning within the ZPD and the role of dialogue in the writing group. Pedagogical implications for teachers of international students are discussed.
CHRISTOPHER YALUMA
YALUMA.1@OSU.EDU
EDUCATIONAL STUDIES, EDUCATIONAL POLICY
JAN NESPOR, ADVISOR
ACCESS TO CHARTER SCHOOLS IN OHIO: SERVING OR UNDERSERVING THE NEEDY?
We investigate the true nature of charter schools as a viable alternative to low income families. Using census poverty education data and students’ test scores, we use ArcGIS to hypothesize factors leading to locational preferences of charter schools in Ohio. Results suggest that charter schools are more responsive to underperformance than poverty.