Presenters: Patricia Paugh— University of Massachusetts, Boston
Jorgelina Abbate-Vaughn—University of Massachusetts, Boston
Brenda d'Allotto— University of Massachusetts, Boston
Description: This session explores the recursive relationship between assessment and instruction for non-traditional students in need of academic support as they seek degrees as early childhood teachers. The authors of this pilot study explore the language choices and cultural resources that non-traditional candidates, who are unfamiliar with the cultural and linguistic demands of a university program, enact in their coursework. Using theories of functional grammar, they assess student course participation discussing implications for advising and teaching.
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