DOI

10.17077/etd.fymcn221

Document Type

Dissertation

Date of Degree

Spring 2018

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Schrier, Leslie

Second Advisor

Plakans, Lia

First Committee Member

Wesely, Pamela

Second Committee Member

Schmidt, Renita

Third Committee Member

Saunders, Jeanne

Abstract

This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.

Keywords

CO-TEACHING, PLCS, POSITIONING THEORY

Pages

xi, 193 pages

Bibliography

Includes bibliographical references (pages 182-193).

Copyright

Copyright © 2018 Cindra K. Porter

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