Access To Academic Language: A Comparative Analysis Of Secondary Esl And Mainstream History Texts
The purpose of this project was to examine linguistic differences between two history textbooks used in mainstream and ESL-sheltered secondary classrooms. Using systemic functional analysis and quantitative data collection, a text analysis of each book was conducted. The results of the text analysis show eight notable disparities between the mainstream and ESL texts: 1. The mainstream text uses nearly double the total number of words than the ESL text; 2. The average sentence in the mainstream text is approximately twice as long as the average sentence in the ESL text; 3. The mainstream text provides exposure to nearly seven times the amount of unique academic words; 4. The mainstream text provides exposure to more than four times as many nominalizations as the ESL text; 5. The mainstream text provides exposure to significantly more complex sentence structures than the ESL text; 6. The mainstream text provides exposure to approximately three times as many independent clauses as the ESL text; 7. The mainstream text provides exposure to 45 times more embedded clauses than the ESL text; 8.The mainstream text provides exposure to almost twice as many instances of that used as a conjunction, over ten times the instances of that used as a relative pronoun, and more than 13 times as many instances of that used as a determiner than the ESL text. These findings suggest the need for greater incorporation of complex academic language into texts used in ESL-sheltered history classrooms.
Discourse Analysis Project
ESL/ ELLs, Literacy, Reading
Garvey, Frances, "Access To Academic Language: A Comparative Analysis Of Secondary Esl And Mainstream History Texts" (2019). School of Education and Leadership Student Capstone Projects. 387.
School of Education Student Capstone Projects