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• W165774003 abstract "Abstract This paper focuses on analysis and interpretation of student-generated drawings as an alternate form of assessing undergraduate teacher education students' processing of academic language. First, a review of theories supporting classroom applications of the construction strategy for mastery of content knowledge is presented. Next, classroom application of the construction strategy in an undergraduate teacher education course is described, followed by an analysis and interpretation of student-generated drawings. Finally, implications of the construction strategy for classroom instruction of pre-service teachers are specified. Theoretical Support for Drawing Construction According to Chamot and O'Malley (1996), language development is essential for academic learning because most classroom activities require reading, writing, and speaking about content information. Cummins (1981) identifies two types of language proficiency: Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS involves language processing in everyday interpersonal situations like the home, church, play ground, and super market through proficiency in surface features like pronunciation, vocabulary, and grammar. Conversely, CALP requires language processing in academic settings like lectures, exams, laboratories, and assemblies with underlying proficiency in pragmatics, syntax, and semantics. Although language proficient students can identify, explain, analyze, synthesize, and evaluate academic information effectively, students with language deficiencies experience significant difficulties with mastery of academic language. Teachers therefore are faced with the responsibility of instructing students with and without language difficulties through integration of language strategies in content area classes (Horton, Lovitt, & Bergerud, 1990). Traditionally, classroom instruction has focused on reading, writing, and speaking as primary means of investigating students' understanding of academic language. Contemporary language educators and researchers however advocate a multiple literacy perspective. Proponents of the multiple literacy perspective recognize art, music, dance, and film as alternative forms of expressing ideas acquired through reading and talking about literature (Short, Kauffman, & Kahn, 2000). Specifically, multiple literacy proponents identify drawing (i.e., a visual mode of expression) as an alternative for verifying students' academic language proficiency; one with the potential of modifying the preference for a verbal mode of expression (i.e., reading and talking) prevalent within classroom language instruction (Kendrick & McKay, 2004). Hibbing and Rankin-Erickson (2003) contend that a picture is worth a thousand words for students who struggle with reading comprehension. Accordingly, student-generated drawings can be used both for verifying students' understanding as well as retention of text and for explicitly recording learning. This is because drawing, in addition to serving as a tool for making predictions about subsequent reading, provides students with opportunities for using their prior knowledge about specific concepts as links for understanding new concepts. Furthermore, is an important tool for thinking because students learn to externally represent visual images formed in their minds for the learned text (Short, Kauffman, & Kahn, 2000), specifically students with difficulty creating internal visual images of critical text information (Hibbing & Rankin-Erickson, 2003). Theoretical support for construction as a strategy for academic language learning can be derived from the Generative Theory of Textbook Design (Mayer, Steinhoff, Bower, & Mars, 1995). According to the Generative Theory of Textbook Design, readers create verbal and visual representations through use of three cognitive processes--selection, organization, and integration. …" @default.
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• W165774003 date "2007-03-22" @default.
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• W165774003 title "Student Drawing and Academic Language Processing" @default.
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