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1.
Based on ongoing research into the literacy practices of bilingual girls from different UK communities, this article focuses on the experiences of 11‐ to 13‐year‐old Welsh–English bilingual girls in Wales. Examples of the girls' talk about their bilingual lives are explored within the social, political, educational and literary context of the Welsh language today. The position of these young Welsh speakers within both the wider dominant, English language context and that of the Welsh language and culture proves to be riven with paradox. However, the girls make creative use of their situation to explore and demonstrate their own identities. One way in which this is evident is in their use of electronic text, and examples are drawn here of their use of personal websites and Instant Messaging in order to provide an insight into their experience. 相似文献
2.
Andrew Burn 《English in Education》2003,37(3):42-51
This article argues for a raised awareness of the possibilities offered by the moving image in English, achieved through a wider and better informed understanding of the range of modes that are woven together in a typical text or performance. It pursues the argument through a case study of four films produced by bilingual Year 11 girls in a comprehensive school in Cambridgeshire. 相似文献
3.
The unique relation of language use (i.e., output) to language growth was investigated for forty‐seven 30‐month‐old Spanish–English bilingual children (27 girls, 20 boys) whose choices of which language to speak resulted in their levels of English output differing from their levels of English input. English expressive vocabularies and receptive language skills were assessed at 30, 36, and 42 months. Longitudinal multilevel modeling indicated an effect of output on expressive vocabulary growth only. The finding that output specifically benefits the development of expressive language skill has implications for understanding effects of language use on language skill in monolingual and bilingual development, and potentially, for understanding consequences of cultural differences in how much children are expected to talk in conversation with adults. 相似文献
4.
Bilingual German fourth‐graders are expected to develop greater linguistic awareness than monolingual children and therefore should habitually apply different text‐processing strategies compared with German monolingual fourth‐graders when comprehending and recalling a text. Bilingual children are expected to process texts from the bottom up, from the text base to the gist, whereas monolingual children should engage in top‐down processing, which is indicated, for example, by more text intrusions and inferences. This research attempts to clarify whether bilinguals show this shift in direction of processing when they process cross‐linguistic versus mono‐linguistic texts. The results of Experiment 1 supported our main hypothesis. Monolingual German fourth‐graders had more intrusions than same‐aged German–English (L1–L2) bilingual children. In Experiment 2, nearly balanced German–English and German‐dominant children were tested separately in within‐language free recall in both languages and in across‐language text recall. For nearly balanced bilingual children, within‐ and cross‐language recall was equally efficient in both languages but not for German‐dominant bilingual children – in their recall, more intrusions appeared in their L2 recall. Top‐down processing seems to increase when it is in the weaker language. Engaging in bottom‐up processing apparently is associated with cognitive functioning in L1. 相似文献
5.
Gemma Moss 《Literacy》2000,34(3):101-106
This article uses research data to suggest a new basis for understanding gender differences in girls’ and boys’ achievements in reading. It argues that how well children can read is always a prime issue in school settings. But boys and girls react differently to the judgements made about their proficiency as readers, judgements which are often rendered highly visible in the classroom. This in turn has far more impact on their respective progress in reading than the inclusion of their preferred reading materials on the school reading curriculum; or the presence or absence of gender‐specific role models provided by adult readers. The article argues that raising levels of attainment across the board depends on building an active reading culture in the classroom which can encompass the broadest range of resources and opportunities for their use. The structure of the literacy hour and the emphasis on work encompassing word, sentence and text levels for all pupils provides new opportunities to put this into place. 相似文献
6.
Andrey Rosowsky 《English in Education》2000,34(2):45-53
This article explores the nature of reading for meaning as it affects the reading abilities of secondary‐age bilingual pupils. It briefly discusses cultural schemata theories which seek to account for the influence of culture on the reading process, and links these to a school‐based study. This illustrates the importance of cultural determinants on the understanding of text and suggests possible strategies for overcoming potential textual difficulties. 相似文献
7.
Kamil Özerk 《Scandinavian Journal of Educational Research》2013,57(4):353-367
This article is a result of a small-scale study with the purpose of investigating teacher-student verbal interactions and questioning and students' curriculum-related performance in small and large mainstream classes. In mainstream classes the bilingual students were taught together with their monolingual Norwegian peers. The study shows that there are inter-group and intra-group differences with respect to: (i) teacher-student verbal interaction; (ii) academic questioning; (iii) curriculum-related performance of students in small classes compared with large classes. The bilingual minority students in general, and bilingual minority girls in particular, benefit from civics lessons in small classes more than they do in large classes. It is suggested that by creating rich possibilities for teacher-student verbal interaction and curriculum-oriented academic questioning, small classes can provide conditions for better academic performance in content area subjects, i.e. civics, for bilingual students in general and bilingual girls in particular than do large classes. 相似文献
8.
P. Nilan 《Gender and education》1991,3(2):163-182
This article makes use of informal interview talk data gathered during a longitudinal study of adolescent girls’ friendship groups. Two group‐produced narratives involving categorisation, moral ordering, inclusion and exclusion are examined with the aim of discerning patterns of girls’ friendship networks. Through a detailed examination of the girls’ talk about themselves, their friends, their enemies, the minor breaking‐ups and making‐ups, the declarations of loyalty, the aspersions cast and the motives attributed, it is possible to discern a significant moral and social order which underlies girls’ friendships. This article represents an attempt to view friendship between girls, not in terms of a pre‐determined model of pervasive, yet invisible patriarchal constraints, but in terms of lived moments of interaction between and with girls who are actually getting on with the business of being friends with each other as they are collaboratively describing events in their friendship networks. 相似文献
9.
马磊 《和田师范专科学校学报》2009,(4):109-110
本文以全球化为背景,回顾并评述了中国对教育全球化问题的研究,点明了全球化背景下关注中国少数民族双语教育的重要性．探讨了在全球化语境中新疆少数民族双语教育所面临的机遇和挑战．并进一步阐述了笔者对处于全球化语境中的新疆少数民族双语教育的思考。 相似文献
10.
Identity construction in adolescent girls: the context dependency of racial and gendered perceptions
Margie Gaganakis 《Gender and education》2006,18(4):361-379
This study examines the life world of school‐going adolescent girls in Johannesburg and their construction of identity. It outlines the socio‐historical background of concepts relating to identity such as race and culture and their use and misuse in the South African context. In South Africa, race/culture/identity have been historically conflated for political purposes. This article considers ‘being Black’ and ‘being White’ as ‘invisible’ and pre‐constituted categories and shows how these categories are best understood as being context‐bound. These varied contexts are perceived by girls as being related to class location, geographical areas, socialization, religion, views on marriage speaking English, generational differences and the secrecy around racist discourse as well as the hopes for reconciliation between Black and White people. For White girls, the simultaneous confidence in and ambiguity of their ‘being White’ is inscribed in its negation and a world of dwindling privilege. Although race is a significant strand in Black girls’ identity, socio‐economic factors emerge as the most important formative feature of identity. 相似文献
11.
陈燕 《湖北广播电视大学学报》2008,28(8):22-23
根据心理语言学理论,针对高职院校双语播音专业学生特点,文章提出了在语篇整体信息结构基础上的英语阅读教学模式,旨在提高双语播音专业学生的英语阅读水平。 相似文献
12.
Rebekah Willett 《Gender and education》2008,20(5):421-434
This article reports findings from a study in which 26 girls aged 12‐ to 13‐years‐old took part in workshops at a specialist ICT centre connected to a school in inner‐city London. The girls explored and discussed fashion as presented online, and they produced their own interactive fashion design webpages, making decisions about body shapes, types of clothing and audience. The article analyses interview data, looking at statements girls made in the context of discursive practices around body image, pleasures of play and self‐confidence. The analysis examines the role of structure and agency in girls’ discussions about fashion media and argues that the agency offered to girls is structured by neoliberal discourses. As girls draw on these discourses, they enter into complex and often conflicting negotiations, rendering themselves as seemingly active agents who are making politicised arguments, and at the same time restricting their possible subject positions. 相似文献
13.
Priscilla Clarke 《International Journal of Early Years Education》1999,7(1):17-24
This article discusses a recent longitudinal study of four, Vietnamese‐speaking 4‐year‐olds' acquisition of English as a second language in a bilingual preschool over 1 year. The research examines the learners' English language output in interaction between the teacher and peers and identifies the key factors which influenced their development of English. A major feature of the learners' data was their dominant use of single words rather than reliance on chunked language. These single words provided the basis for later development of more complex utterances. Commonalities and substantial differences were documented between the learners in terms of the amount of English that was produced, the learners' approaches to interaction and their development of English. 相似文献
14.
Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers 
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下载免费PDF全文 This article examines the use of a range of co‐teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first‐year mathematics classroom of an Irish, urban, mainstream, post‐primary, girls’ school. This article highlights the findings from the teacher's perspective and presents their reflections on a range of co‐teaching approaches. The potential and challenges of these are considered in the context of schools generally. 相似文献
15.
The current popular case against the use of standardised ability tests in bilingual assessment is not as unequivocal as may be commonly assumed. Evidence currently available indicates that such tests generally measure the same constructs, with equal accuracy, regardless of language backgrounds. The purpose of this paper is to contribute to this debate by presenting a detailed comparison of the Illinois Test of Psycholinguistic Ability (ITPA) profiles of monolingual language‐impaired children who have received the diagnosis ‘specifically language‐impaired’ (SLI) (N = 95) and ITPA profiles of bilingual children who are referred for assessment of their language problems (N = 43). It is concluded that most bilingual children suffer from a ‘knowledge‐based’ problem, while most monolingual children suffer from a more fundamental ‘processing‐based’ problem. By presenting this analysis, we hope to contribute to the general debate about whether this commonly used test can be used in the assessment of bilingual children. 相似文献
16.
曾淑萍 《辽宁科技学院学报》2010,12(4):73-75
语言与文化背景的不同,思维方式势必存在差异。任何一种语言,不单单是在句子构造上,就语篇模式上也表现出运用此种语言民族的思维特点。可东西方思维模式的不同,在学习外语时无可回避地受到母语影响。Kap lan昔日提出了英语思维是直线型,但东方语言思维却是螺旋型的看法,同时指出二语学习人的英语写作呈现其母语思维特点。本文就大一新生的英语作文进行剖析,考证了Kap lan对于语篇模式与思维特征的看法,并且也对思维模式与二语写作中语篇模式之间的联系进行深入探究。 相似文献
17.
Marko Valenta 《欧洲师范教育杂志》2009,32(1):21-33
In this article, I argue that immigrant bilingual teachers and mother‐tongue teachers are not formally recognised as ‘genuine’ teachers in the Norwegian school system. Norwegian education authorities have invested considerable effort in order to strengthen the competences of bilingual teachers and to both recognise and formalise their home country education. Amongst other things, several university colleges were encouraged to provide specially designed higher education programmes for bilingual teachers in order to integrate teachers with bilingual competences into the Norwegian primary school teaching system. This paper is based on data collected in 2007–2008 during the national evaluation of this education, which is the first of its kind in Norway. Although popular amongst immigrant students, it seems that the competences to be gained by graduates of the BA degree programme are not recognised or utilised in the schools where they work. Due to low social status and an unfavourable structural position within the Norwegian school education sector, these teachers will try to distance themselves from their bilingual roles and identities. Within such a framework, the higher education that is intended to strengthen optimum bilingual tuition in the primary schools sector is, in fact, steering bilingual teachers and mother‐tongue teachers away from these more specialised and less valued professions, seeking instead, access into the more mainstream and higher status teaching jobs. 相似文献
18.
孙秀娟 《兰州教育学院学报》2010,26(4):112-115
由于双语教学是教育领域的一个新生事物,对学校、师资、课程、教材和学生都有着极高的要求,因此,教育部积极开展和推进的双语教学在实施过程中存在着诸多问题。本文以＂国际投资法＂课程为例,对目前高校专业课程双语教学面临的教材匮乏、师资力量缺乏、学生语言水平较差等问题进行了初步的探讨,并针对这些问题提出了相应的解决方案。 相似文献
19.
本文分析了公安专业课程部分实施双语教学面临的困难:其一,有关教学管理部门对双语教学重视程度不足;其二,双语课教师的师资力量的薄弱是影响开展双语教学的核心问题;其三,学生的英语基础薄弱及对英语的畏难情绪影响双语教学的实施;其四,英语原版教材的使用带来的问题.建议:加强学校外文图书馆的建设和双语教师师资的培养;努力营造学校学习使用英语的环境;开设公安英语讲座. 相似文献
20.
王新珠 《沈阳教育学院学报》2009,11(4):37-39
考察了双语教学情境中男女大学生的专业自我效能感,结果表明：专业自我效能感和年级存在着显著的正相关;女生的自我效能感要显著高于男生。研究结果对高校开展双语教学可以提供心理上的参考。 相似文献