Examining the structures that impact english language learners' agency in urban high schools: Resources and roadblocks in the classroom

Beth A. Wassell, Maria Fernández Hawrylak, Sarah Kate LaVan

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)599-619
Number of pages21
JournalEducation and Urban Society
Volume42
Issue number5
DOIs
StatePublished - Jul 2010

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies

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