The Role and Value of Graphic Representation of Knowledge Structures in ESL Student Learning: An Ethnographic Study
AbstractThis article reports an ethnographic study of two multicultural seventh grade classes. It was designed to explore the role and value of graphic representation of knowledge structures in ESL student learning, based on a specific definition and categorization of knowledge structures (Mohan 1986). Findings revealed that students were exposed to, and interacted with, a quantity of graphics in curriculum and instruction. However, whether, and how, students used graphics to facilitate learning depended to a large extent on the guidance they received. Without teacher guidance, students could not successfully extract information from graphics, or use graphics to represent knowledge, or recognize graphics as an alternative way of communicating knowledge. They perceived the function of graphics to be decorative, and their general attitude towards graphics was negative. With explicit teacher guidance, however, students were more likely to take advantage of graphic representation of knowledge structures to facilitate learning.
How to Cite
Tang, G. M. (1991). The Role and Value of Graphic Representation of Knowledge Structures in ESL Student Learning: An Ethnographic Study. TESL Canada Journal, 9(1), 29–41. https://doi.org/10.18806/tesl.v9i1.594