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Willis, Arlette I. Jiang, Yih-Lin 2015-09-25T19:55:17Z 2015-09-25T19:55:17Z 10000-01-01 2009 2009 In the three classrooms where English was the language of instruction, the literacy practices provided by the ESL teacher appeared to be more effective in increasing ELLs' L2 linguistic capital due to her explicit instruction on literacy components, use of accommodated speech, and giving constructive feedback on the ELL children's writing. In contrast, the 4th grade and 5th grade mainstream teachers' literacy practices fell into the misconceptions reported by researchers. Another implication concerns in-service teachers' professional development, which assists them in advancing their knowledge and skills to provide quality literacy instruction for ELLs. Made available in DSpace on 2015-09-25T19:55:17Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3362929.pdf: 2130878 bytes, checksum: 3a682dde6f390c2d88a16da1cbc5bc3b (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81375 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 189 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80093 (MiAaPQ)AAI3362929 eng Education, Elementary Social and Cultural Capital Across Contexts: Mandarin-Speaking English Language Learning Children's First and Second Language Literacy Learning at Home, in the Community, and in Multiple Classrooms text Secondary and Continuing Education Secondary and Continuing Education University of Illinois at Urbana-Champaign Dissertation Ph.D.