Article Instance

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{
    "pk": 36238,
    "title": "Task-Based Writing Instruction",
    "subtitle": null,
    "abstract": "The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher interaction that incorporated prompts, recasts, and constructivist pedagogy, the students’ rough drafts (written interlanguage) were transformed into standard English at the conclusion of 1-to-1 writing conferences. One teacher and 10 3rd-grade students participated in this mixed-methods study. The study took place after school for 1 month (20 sessions of 20-45 minutes each). The data consisted of 35 transcribed writing conferences, writing samples, and interviews. Results indicate that it can be a useful vehicle for differentiated instruction, constructivist pedagogy, and second language acquisition to address the diverse needs of second language learners.",
    "language": "eng",
    "license": null,
    "keywords": [],
    "section": "Theme Section - 2009 Graduate Student Research Award",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/5g8789s4",
    "frozenauthors": [
        {
            "first_name": "Alexandros",
            "middle_name": "",
            "last_name": "Bantis",
            "name_suffix": "",
            "institution": "Bernstein High School, Los Angeles",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2010-01-01T10:00:00-08:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/catesoljournal/article/36238/galley/27090/download/"
        }
    ]
}