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UBC Theses and Dissertations

Developing student awareness of knowledge structures : An exploratory teacher-action study Grant, Lynn M.

Abstract

This study examined Grade Six and Seven English as a Second Language (ESL) students' development and use of Knowledge Structures in the classroom. It was an exploratory, teacher- action research study which aimed at illumination, rather than causal analysis. The study was part of a larger initiative aimed at improving ESL learners' academic English language proficiency and content - area achievement, using the Knowledge Framework (Mohan, 1986). The Knowledge Framework is a systematic way of working with Knowledge Structures which underlie discourse, subject-area knowledge and Thinking Skills present throughout the curriculum, K-12. The objectives of this study were 1) to investigate if young ESL students can understand Knowledge Structures and use them in their class work, and 2) to identify if the Knowledge Framework can be made accessible to Grade Six and Seven ESL students, bearing in mind that the Knowledge Framework appears to provide a systematic way of working with Thinking Skills which are required across the curriculum, K-12. The results were positive, broadly speaking. However, for example, the students found it less difficult to recognize, understand, and apply the Thinking Skills of Knowledge Structures when they were accompanied by Key Visuals rather than text samples and the students found it less difficult to create Key Visuals for a text than to conversely, create text from Key Visuals. There were two broad implications from the study. 1) It appears that the development of student awareness and usage of Knowledge Structures can be a very worthwhile activity, which may provide benefits for both first and second language students at all grade levels. Teacher action research is an important way to investigate this and this study provides a stepping stone for further teacher action research in this area. 2) It appears that the Knowledge Framework model can be accessible to students and can provide a way to treat the development of discourse, Thinking Skills and graphic literacy in a systematic rather than fragmentary way. This points the way to further curriculum research, since it lends credibility to the Knowledge Framework as a model for curriculum integration and for ways in which teacher planning can be coordinated with learner reflection and learner development.

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