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dc.contributor.advisor Melzer, Daniel en
dc.contributor.author Aguayo, Veronica Arizaga en
dc.date.accessioned 2014-08-15T16:20:03Z en
dc.date.available 2014-08-15T16:20:03Z en
dc.date.issued 2014-08-15 en
dc.date.submitted 2014-08-08 en
dc.identifier.uri http://hdl.handle.net/10211.3/124968 en
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2014. en
dc.description.abstract There is a limited amount of research on Early-arriving (Ferris), Spanish-speaking Resident Students concerning both literacy activities and motivation levels in high school. Therefore, the aim of this project is to investigate, from a retrospective view, the extent to which the amount of home literacy is reflected in the levels of intrinsic motivation for Early-arriving English Learners who were enrolled in any sheltered English courses during high school. Data for this research study were collected from students enrolled in a northern California university program. From a retrospective view, participants completed surveys on motivation and home literacy, a background information sheet, and one-on-one interviews with the researcher. The results of this research study indicate there is no significant relationship between the retrospective levels of intrinsic motivation and home literacy activities; however, findings provide valuable information about how Early-arriving Spanish-speaking Resident Students may perceive themselves in a sheltered English course, which may influence their intrinsic motivation and home literacy activity. en
dc.description.sponsorship English (Composition) en
dc.language.iso en_US en
dc.subject Motivation en
dc.subject Spanish speakers en
dc.subject Composition en
dc.subject Sheltered English course en
dc.subject Intrinsic motivation en
dc.subject English learners en
dc.subject Home literacy en
dc.subject Early-arriving resident students en
dc.title Motivation and home literacy : Spanish speakers and their road to success en
dc.type Project en


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