This research aims to synthesize and analyze recent research that supports the use of (and explains how to apply) systems theory into the creation of an effective extensive reading program in the ESL/EFL classroom. The theoretical framework of this research are is Bronfenbrenner’s model of human ecology.
The analysis of the research will demonstrate a) the effectiveness of an extensive reading program within an ESL program as a system working within a system b) the effectiveness of the interdependence among the components of the extensive reading program, and c) the importance of the role of each element of the learning system.
Table of Contents
ABSTRACT
Annotated Bibliography
REVIEW OF THE LITERATURE
Introduction to the Analysis
Social Theory in the Classroom
How systems fail
Analytical conclusion
REFERENCES
Research Objectives and Themes
The primary goal of this research is to synthesize and analyze recent studies to demonstrate how systems theory—specifically Bronfenbrenner’s model of human ecology—can be effectively applied to create successful extensive reading programs within ESL/EFL classrooms. The study aims to show how classroom components act as interdependent systems that drive student language acquisition and academic success.
- The application of Bronfenbrenner’s model of human ecology to ESL classrooms.
- The effectiveness of extensive reading programs as a social system.
- The role of interdependence between classroom components and student achievement.
- Strategies for managing classroom social systems to foster language acquisition.
- The impact of environmental and organizational consistency on learning outcomes.
Excerpt from the Book
Social Theory in the Classroom
This pattern of independent systems becoming interdependent on one another fits Urie Bonfenbrenner’s Model of Human Ecology, where layers of human support are both independent, and interdependent. In a typical American classroom a variety of systems are consistently in place. Examples of these systems are discipline charts, reading logs, motivation charts, homework monitoring, group discussions, and students performing diverse roles inside the classroom, among many more. Each of these processes that take place in the classroom are systems that operate independently one from the other. However, all the processes are part of the classroom, and affect it as a whole. Each classroom as a total system eventually affects the school as a whole. In turn, the performance of an entire school also affects the district.
The Cognitive Academic Language Learning Approach (CALLA) proposed by Chamot and O’Malley (1994) proposes a social setting to encourage language learning at its best. (p. 34) This approach has led to the creation of the extensive reading program as a methodology, where language will manifest in reading, in kinesthetic activities, and in dialogue (Chamot, O’Malley, 1994). Recent research points out that, combining the social systems aspects of the CALLA methodology with an extensive reading program, a student will succeed in the areas of reading, listening and speaking, and social culture. Therefore, this portion of the Knowledge Area Module attempts to combine, analyze, and synthesize recent research about the sociology of one of the learningsystems that is most popular among second language teachers, and its effects on student and social progress: Extensive reading programs for ESL classrooms.
Summary of Chapters
Introduction to the Analysis: This chapter reviews foundational research on student proficiency, highlighting the importance of reading and social interaction within the classroom environment.
Social Theory in the Classroom: This section explores how Bronfenbrenner’s Model of Human Ecology explains the interdependence of various classroom systems and their role in facilitating successful language learning.
How systems fail: This chapter examines the critical consequences of inconsistent support, funding, and resource allocation on the functionality of classroom programs and individual student performance.
Analytical conclusion: The final chapter synthesizes the findings to emphasize that centering the student within an ecologically organized system is the most effective approach for ensuring language acquisition.
Keywords
Extensive Reading, Systems Theory, Bronfenbrenner, Human Ecology, ESL Instruction, Second Language Acquisition, Classroom Sociology, Language Learning, CALLA, Instructional Models, Student Motivation, Literacy Development, Mesosystem, Microsystem, Vocabulary Acquisition.
Frequently Asked Questions
What is the central focus of this research?
The research focuses on the application of systems theory and Bronfenbrenner’s model of human ecology to improve extensive reading programs in ESL/EFL environments.
What are the primary themes addressed?
Key themes include the interdependence of classroom components, the role of social interaction in language acquisition, the impact of teacher leadership, and the necessity of structural support for reading programs.
What is the ultimate research objective?
The goal is to demonstrate how creating a well-rounded, organized social system within the classroom serves as an effective conduit for second language acquisition.
What scientific methodology is employed?
The work utilizes a synthesis and analysis of recent qualitative and quantitative research literature, framed within the theoretical scope of sociocultural and ecological systems models.
What is covered in the main body of the work?
The main body examines the relationship between social theory and classroom practices, evaluates successful reading methodologies, and discusses the consequences of organizational failure in educational systems.
How would you characterize this work using keywords?
The work is best characterized by terms such as extensive reading, systems theory, classroom ecology, second language acquisition, and pedagogical organization.
How does the author connect the classroom to a broader social system?
The author uses Bronfenbrenner’s model to show that the classroom acts as a microsystem that is supported by the mesosystem, which includes external entities like parents, districts, and funding sources.
What specific impact does the research highlight regarding reading materials?
The research highlights that materials must be lexile-appropriate and accessible to promote engagement, which in turn acts as a vehicle for incidental vocabulary learning.
Why is the "How systems fail" section significant?
This section is significant because it provides empirical evidence that even well-intended programs can fail if there is a lack of consistency, age-appropriate resources, or structural support for the student.
- Citar trabajo
- Michelle Ossa (Autor), 2007, Organizational and Social Theory in ESOL instruction, Múnich, GRIN Verlag, https://www.grin.com/document/907101
