INTEGRATION OF A PARANORMALYOUNG ADULT NOVEL AND ITSENHANCEMENT OF WRITING SKILLSWITHIN AN ESL CLASSROOMThesis Proposal PresentationJezabel N. Muñoz CortésINGL 6006: Research MethodsDr. C. Mazak
RESEARCH December 5, 2011 Topic: Paranormal Young Adult Literature in the ESL classroom Writing Student writing; difference between their writings with a traditional novel and a paranormal YA novel Problem: Student interest focused more on YAL, especially paranormal. Harry Potter Twilight Sagas House of Night Series How does this phenomenon affect ESL student „s writing? 2
RESEARCH JUSTIFICATION December 5, 2011 Students seem more interested in these types of novels instead of their recommended texts for their courses. Noticeable at the elementary grade level up to college. Research has been done with YAL but in the EFL classroom. Bean, Valerio, Money and White “Secondary English Student‟s Engagement in Reading and Writing About a Multicultural Novel” (1999) 3
RESEARCH JUSTIFICATION December 5, 2011 According to the Department of Education (P. R.): English is implemented as a Second Language Yet the text books used are un-relatable to students Which affects motivation Which affects learning process Which promotes students lack of interest in the subject. Lapp & Fisher “It‟s all About the Book: Motivating Teens to Read” (2009) Emphasis on reading “With reading being the central element, it allows the standards of listening, speaking, and writing to be taught in context.” (13) 4
GENERAL OBJECTIVES December 5, 2011 Analyze writing skills in both public and private first year college students. Analyze motivation among readers and non readers Acquisition and application of vocabulary Analysis of tone and voice within writing Motivation on writing as a skill 5
CONTEXT OF THE STUDY December 5, 2011 Paradigm: Anti-positivist approach “Which focuses on a subjective approach to social sciences and falls under the school of thought of epistemology which asks the question about knowledge, how it is formed, its very nature and its connection with one.” Cohen (2007) Discourse Analysis: Analysis of vocabulary utilized in student writing. 6
PRIOR RESEARCH December 5, 2011 The research conducted by Teranishi Martinez, Kock, and Cass Investigated the factors which affected student writing at the college level. These researchers were curious about how reading affected their students or participants writing skills within various academic levels. Bean, Valerio, Money and White (1999) Reading Writing Connection – Bushman & Parks Haas (2006) 7
RESEARCH QUESTIONS December 5, 2011 What effects does a paranormal YA novel have on the enhancement of writing skills among ESL students? Aside from motivation, how else are they affected? Could the mere themes, characters, plots and outcomes be the only reason to motivation? Or is there something more, which appeals to these readers? 8
SUB-QUESTIONS December 5, 2011 How does a pre-existing relationship with literature affect students‟ writings? Before and after the incorporation of YA literature? How do they acquire new vocabulary and how do they use them in their writings? How does the text improve the tone, and voice of their writing? Are they aware of the difference between writings? What is the perception students have with writing? How does the text influence their preexisting perceptions on the skill? Which are the factors that allow or disallow for this enhancement to occur within a second language 9 acquisition classroom?
METHODOLOGY December 5, 2011 Type of Study: Qualitative Action research/case study Understanding knowledge and how it is utilized is a goal within this research, thus why I will be observing how students utilize their relationship with the text within their writings. Site: Intermediate English Course University of Puerto Rico at Mayaguez Time frame: Semester Observation 1 month 10 Analysis of data
METHODOLOGY December 5, 2011Sample: Methods: 4 to 6 students Observe a section, First year college which will be students implementing a Intermediate English paranormal YA novel course Teaching journal Schooling background: Questionnaires Private Short interviews Public Writing analysis Relationship with literature Before implementation Relationship with writing After implementation 11
December 5, 2011CONCLUSION Implications: Serve as a recommendation as to what texts can be used in the Puerto Rican ESL classroom Benefit our students and re-enforce literacy skills as defined by the Department of Education. However, this study is not in any way a means to criticize approaches or techniques utilized in the Puerto Rican ESL Only as a study to better understand students of this generation and to keep them motivated and interested. Lack of research in this area: Paranormal YAL Writing & the ESL classroom 12
REFERENCES December 5, 2011Bushman, John H., and Kay Parks Haas."The Reading Writing Connection." Using young adult literature in the English classroom. 4th ed. Upper Saddle River: Pearson/Merrill Prentice Hall, 2006. 89-114. Print.Bean , Thomas W., Paul Cantu Valerio, Helen Money Senior, and Fern White . "Secondary English students engagement in reading and writing about a multicultural novel.."Journal of Educational Research 93.1 (1999): 32-37. EBSCO Host.Web. 12 Oct. 2011.Koss, Melanie D., and William H. Teale. "Whats Happening in YA Literature? Trends in Books for Adolescents.." Journal of Adolescent & Adult Literacy 52.7 (2009): 563-572. EBSCO Host.Web. 12 Oct. 2011.Lapp, Diane, and Douglas Fisher. "Its All About the Book: Motivating Teens to Read.." Journal of Adolescent & Adult Literacy; 52.7 (2009): 556-561.EBSCO Host. Web. 12 Oct. 2011.Teranishi Martinez, Christy , Ned Kock, and Jeffrey Cass. "Pain and Pleasure in Short Essay Writing: Factors Predicting University Students‟ Writing Anxiety and Writing Self-Efficacy." Journal of Adolescent & Adult Literacy 54.5 (2011): (pp. 351–360). EBSCO Host.Web. 2 Oct. 2011. 13
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