{"id":15,"date":"2016-09-29T15:00:42","date_gmt":"2016-09-29T22:00:42","guid":{"rendered":"https:\/\/blogs.ubc.ca\/btha\/?page_id=15"},"modified":"2016-12-01T11:27:09","modified_gmt":"2016-12-01T19:27:09","slug":"question-and-genesis","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/btha\/inquiry\/question-and-genesis\/","title":{"rendered":"Question and Genesis"},"content":{"rendered":"

H<\/strong>ow are non-English L1s (and related dialects) incorporated into classrooms and what kind of effect does this have on engagement in\u00a0the classroom?<\/span><\/p>\n

\"\"<\/p>\n

I am curious about the effects of the scriptural,
\nauditory and oral presence of the non-English L1s<\/p><\/blockquote>\n

Previously, I had wanted to examine if the presence of non-English L1s in classrooms had a positive effect on students\u2019 understanding of literature, but due to the limitations of the initial inquiry, I have refined my question to investigate the effects of non-English L1s on engagement<\/em>. Specifically, I am curious about the relationship between engagement and the\u00a0scriptural<\/span><\/i>, <\/span>auditory<\/span><\/i> and <\/span>oral <\/span><\/i>presence of non-English L1s within the class.<\/span><\/p>\n

\"\"<\/p>\n

As a second-generation Korean born in Canada, I was never a stranger to the challenges ELLs faced. My \"mom2\"<\/a>mother and father, and my other relatives struggled as they tried to navigate their new linguistic landscape while I simply grew up naturally as a Canadian-born boy. But their struggles\u00a0did not end there. Despite my birthplace being Canada, my parents were concerned about how I would learn and comprehend English. I was enrolled in ESL class, providing me with my first contact with an ELL programme at a very young age.\u00a0<\/span><\/p>\n

As I grew up, I was constantly surrounded by the issues of language. In particular, I often acted as the language broker for my parents. Translating both English and Korean in an effort to reach a compromise of scattered understanding, I struggled to straddle both linguistic spheres. Later, in my high school years and university career, I have often assisted with ELL students within the classroom and outside, further fostering my passion for ELLs and their learning. As a result, my inquiry is the summation of my experiences with the education of ELLs, and their challenges.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

How are non-English L1s (and related dialects) incorporated into classrooms and what kind of effect does this have on engagement in\u00a0the classroom? I am curious about the effects of the scriptural, auditory and oral presence of the non-English L1s Previously, I had wanted to examine if the presence of non-English L1s in classrooms had a … Continue reading “Question and Genesis”<\/span><\/a><\/p>\n","protected":false},"author":25088,"featured_media":0,"parent":13,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-15","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/pages\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/users\/25088"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":12,"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/pages\/15\/revisions"}],"predecessor-version":[{"id":90,"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/pages\/15\/revisions\/90"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/pages\/13"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/btha\/wp-json\/wp\/v2\/media?parent=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}