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Please use this identifier to cite or link to this item: http://hdl.handle.net/10484/3980

Title: An interpretative study of the perceptions and reactions of spanish-speaking students to motivators and demotivators in the english as a new language classroom.
Authors: Brizuela, Alejandra Alvarado
Issue Date: 18-May-2012
Abstract: Using a qualitative approach,this study explored and analysed the experiences of Spanish-speaking students who took English as a second language(ESL)classes during Grades K-12 as well as the experiences of teachers licensed for English as a second language who teach in public schools in Indiana.Data were collected by conducting individual interviews with four teachers and once focus group session with three former ESL students who are Spanish-speaking Hispanics.The analysis of the data resulted in emergent themes that helped to identify specific motivators and demotivators that play a role in the ESL class.The six main themes that emerged from the data were the language learning environment,the student-teacher relationship,the choice of task or reading material,the use of technology,peer scaffolding,and the difficulty of the task.In addition to these themes,student's perspectives on placement as well as the teacher's concerns and ideas scenarios were also included in this study.All the information provided by the participants can be used to better understand the dynamics of the language classroom and how these dynamics either promote or hinder the student's willingness to learn English.
URI: http://hdl.handle.net/10484/3980
In Collections:Curriculum, Instruction, and Media Technology

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