Learning English at School: Identity, Social Relations, and Classroom Practice

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Multilingual Matters, 2000 M01 1 - 152 páginas
This text considers the application of sociocultural theory to understanding how minority language background children learn English in the context of their classrooms. Based on a longitudinal ethnography, it is suggested that understanding the pivotal role of social interaction in learning implies new perspectives both for SLA research and for effective instructional practice.

Dentro del libro

 

Contenido

Kindergarten Stories
22
Surjeet
31
Harvey
37
Coda
58
Kindergarten Metastories
61
Conclusion
77
References
137
Derechos de autor

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Learning English at School: Identity, Social Relations, and Classroom Practice
Kelleen Toohey
Vista de fragmentos - 2000

Términos y frases comunes

adults Alice Amy's anglophone girl appeared appropriate argued asked Bakhtin behaviour bilingual boys Cantonese Chapter chil child circle Clark classmates classroom activities classroom practices code-switching cognitive colouring community of practice constructed context conversations cultural desks discourse practices discussed dren dust mites Earl Education engage English examine example Excerpt focal children Foucault frequently Grade 1 classroom Harvey Harvey's individual initially interac interaction interviews Jason Jean Paul Julie Julie's kindergarten Larson Lave learners legitimate peripheral participants lessons linguistic looks Martin McDermott Melanie minority language background move Naiman Nina observed organised Oscar parents particular Pause peers perspective play Polish position poststructural Punjabi Randy Randy's recitation sequences Reynolds Rogoff school identities second language acquisition second language learning Situated Cognition SLA research small group social relations sociocultural sometimes speakers speaking stories subordination talk task teacher TESOL Quarterly tions utterances ventriloquation verbal video-tape voices Vygotsky Wertsch words

Referencias a este libro

Acerca del autor (2000)

Kelleen Toohey is Professor Emerita, Faculty of Education, Simon Fraser University, Canada. Her recent research focuses on socio-material perspectives on language learning with a particular focus on early childhood language education. She is a co-author of Disrupting Boundaries in Education and Research (Cambridge University Press, 2017), Collaborative Research in Multilingual Classrooms (Multilingual Matters, 2009) and co-editor, with Bonny Norton, of Critical Pedagogies and Language Learning (Cambridge University Press, 2004).

Información bibliográfica

TítuloLearning English at School: Identity, Social Relations, and Classroom Practice
Volumen20 de Bilingual education and bilingualism
Volumen20 de Parents' and Teachers' Guides
AutorKelleen Toohey
Ediciónilustrada, reimpresa
EditorMultilingual Matters, 2000
ISBN1853594814, 9781853594816
Largo152 páginas
  
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