{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80886"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80886","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"An Activity Systems Analysis of Instructional Episodes in an ENL Teacher's Classroom","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Koh, Youngkyung; 0000-0002-5882-5561"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kearney, Erin","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:47:52Z","date_published":"2019-10-29T16:47:52Z","updated_at":"2026-07-27T19:05:25Z","subjects":["English as a second language","teacher education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80886","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kearney, Erin","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Koh, Youngkyung; 0000-0002-5882-5561"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-10-29T16:47:52Z","2019","2019-08-05 20:14:29"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English as a second language","teacher education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80886"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","The purpose of this study is: (1) to provide in-depth description and close analysis of an English as a New Language (ENL) teacher’s instruction in both homogeneous and mixed-level ability classes of first and second graders and (2) to analyze how the ENL teacher’s instructional activity system works, during language learning, highlighting especially the tensions that characterize the instructional activity system and what outcomes emerge from these. Drawing on Activity Theory (Leont’ev, 1978; Engeström, 1987), data collection and analysis were conducted to gain an overall picture of how the ENL teacher’s instructional activity system worked in order to reach a particular goal—improving students’ English reading and writing skills. In addition, Cuban’s (1992) notion of the dilemmas of practice was used as a conceptual framework to understand the dilemmas the ENL teacher faced during instruction. In order to investigate this, an ENL teacher working in an elementary school in a north-eastern city served as the focal participant in a single-case, holistic, interpretive, ethnographic case study. Data collection consisted of semi-structured interviews, observation of classes, collection of documents related to lessons, and drafting of field notes and analytic memos. A constant comparative method (Bogdan & Biklen, 2003) was used to analyze data. Overall, findings suggest that the ENL teacher’s lesson planning and instructional enactment are closely related to the teaching and learning context. Further, findings suggest that certain interconnected components of the teacher’s instructional activity system created tensions and contradictions in the teacher’s instructional decisions and the ultimate outcomes of the instructional activities that are essentially connected to the dilemmas of practice as well. Finally, challenges with lesson planning and instruction related to the contradictions existing in the teacher’s activity system actually served a useful purpose of prompting the teacher to reflect on the situation, and encouraged her to take action in ways that transformed teaching and learning in the moment and transformed the activity system more broadly. Finding ways to spread deeper understanding in educational environments and in communities at large of ENL teachers’ realities and challenges would alleviate many of the contradictions in the instructional activity system; however, greater attention to working through tensions that are unavoidable or unresolvable on the individual level are also worth attending to given that they may also lead to positive outcomes. In sum, both reducing and leveraging contradictions can lead to accomplishment of “an expansive transformation” (Engeström, 2001, p. 137)."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An Activity Systems Analysis of Instructional Episodes in an ENL Teacher's Classroom"]}]}],"canonical_facts":{"dc:contributor":["Kearney, Erin","Learning and Instruction"],"dc:creator":["Koh, Youngkyung; 0000-0002-5882-5561"],"dc:date":["2019-10-29T16:47:52Z","2019","2019-08-05 20:14:29"],"dc:description":["Ph.D.","The purpose of this study is: (1) to provide in-depth description and close analysis of an English as a New Language (ENL) teacher’s instruction in both homogeneous and mixed-level ability classes of first and second graders and (2) to analyze how the ENL teacher’s instructional activity system works, during language learning, highlighting especially the tensions that characterize the instructional activity system and what outcomes emerge from these. Drawing on Activity Theory (Leont’ev, 1978; Engeström, 1987), data collection and analysis were conducted to gain an overall picture of how the ENL teacher’s instructional activity system worked in order to reach a particular goal—improving students’ English reading and writing skills. In addition, Cuban’s (1992) notion of the dilemmas of practice was used as a conceptual framework to understand the dilemmas the ENL teacher faced during instruction. In order to investigate this, an ENL teacher working in an elementary school in a north-eastern city served as the focal participant in a single-case, holistic, interpretive, ethnographic case study. Data collection consisted of semi-structured interviews, observation of classes, collection of documents related to lessons, and drafting of field notes and analytic memos. A constant comparative method (Bogdan & Biklen, 2003) was used to analyze data. Overall, findings suggest that the ENL teacher’s lesson planning and instructional enactment are closely related to the teaching and learning context. Further, findings suggest that certain interconnected components of the teacher’s instructional activity system created tensions and contradictions in the teacher’s instructional decisions and the ultimate outcomes of the instructional activities that are essentially connected to the dilemmas of practice as well. Finally, challenges with lesson planning and instruction related to the contradictions existing in the teacher’s activity system actually served a useful purpose of prompting the teacher to reflect on the situation, and encouraged her to take action in ways that transformed teaching and learning in the moment and transformed the activity system more broadly. Finding ways to spread deeper understanding in educational environments and in communities at large of ENL teachers’ realities and challenges would alleviate many of the contradictions in the instructional activity system; however, greater attention to working through tensions that are unavoidable or unresolvable on the individual level are also worth attending to given that they may also lead to positive outcomes. In sum, both reducing and leveraging contradictions can lead to accomplishment of “an expansive transformation” (Engeström, 2001, p. 137)."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80886"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["English as a second language","teacher education"],"dc:title":["An Activity Systems Analysis of Instructional Episodes in an ENL Teacher's Classroom"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:25Z"}