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1.
Russell Cross 《Teachers and Teaching》2013,19(4):467-478
The current educational context in many English speaking countries is one where literacy is understood to be essentially monolingual in orientation; that is, an understanding of literacy around a single common language, with the emphasis on identifying universal, normative ‘standards’ and ‘benchmarks’, such as the National Assessment Program-Literacy and Numeracy in Australia, the Primary National Strategy in the United Kingdom, and No Child Left Behind in the United States. This paper aims to problematise such assumptions by examining how teachers, themselves, understand “teaching literacy” when their students come to the teaching/learning relationship with a first language other than English. With a focus on teachers working with bilingual and multilingual students in their early stages of acquiring English as a second language (ESL), the study thus acknowledges the increasingly diverse sociolinguistic profile of students in Australia and elsewhere in the varying degrees of communicative competence they bring to the mainstream in their use of ESL. Moreover, it draws on ESL teacher knowledge and expertise which has been identified as increasingly marginalised within mainstream educational discourse. Through case studies of three ESL teachers in the middle years, salient themes around the interrelated notions of literacy as learning, language for literacy and language as literacy were identified with respect to the literacy needs of second language learners. 相似文献
2.
Recent accounts of college-level English language teaching in China describe environments that, although constrained by the College English Test (CET), are undergoing changes in a number of curriculum areas, including recognition of the need to incorporate communicative approaches and the assessment of practical language abilities. In such times, tensions between the needs and desires of society, teaching institutions, teachers and students are inevitable. In this article, we report on a study involving a group of university English teachers from across China who attended a professional development programme in Beijing in the summer of 2006. We explored the experiences of 83 teachers in their working environments, using four one-page reflective frames, which we distributed at regular intervals during the 2-week programme. Teachers described tensions between the need to achieve socially-oriented and subject-centred goals, such as passing examinations and developing communicative competence (“teaching the book”), and their desire to bring about enduring personal changes in students' awareness of themselves as learners and their approaches to learning (“educating the person”). Like colleagues in other countries and contexts, they faced ongoing challenges in trying to harmonize students' needs, curriculum obligations, and their own theories of best practice. 相似文献
3.
Marianne Turner 《Teachers and Teaching》2016,22(5):570-585
Integrationist policies that promote the mainstreaming of English language learners are well established in many English-speaking countries. This has led to the embedding of English as an additional language (EAL) methodology in teacher education, and also to the notion of collaboration between English language teachers and content area teachers. Teacher positioning is integral to the processes of collaboration, and in this article it is argued that both sociocultural identity constructs and the notion of dilemmatic spaces can be used jointly to explore this positioning. A framework that draws upon these two theoretical perspectives is discussed. It was developed to investigate pre-service teachers’ (PSTs’) perceptions of collaboration with EAL teachers, and is applied to three secondary PSTs who were undertaking an EAL methodology course in an Australian university. 相似文献
4.
《Support for Learning》2005,20(3):103-108
The presumption of mainstream schooling and the removal of core status for foreign language learning at Key Stage 4 are presenting new challenges to our ideal of foreign language learning for all. In the current climate, the case for including children with special educational needs in foreign language classes has to be made with greater clarity than ever. In this article Hilary McColl considers what foreign language learning is really for and how we can justify its inclusion in the curriculum of all our young people. She suggests that for all learners, whatever their ability, foreign language learning only makes sense if it is set within the context of the communities that use the language, and that for some learners these twin concepts of ‘communication’ and ‘community’ can only be understood if we make explicit links between what is distant‐and‐strange and what is close‐and‐familiar. She asks whether the courses we currently offer can achieve the outcomes we say we desire, and suggests what steps we need to take to make them more fit for purpose. 相似文献
5.
Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other. 相似文献
6.
Rebecca Dahm 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):521-543
One way to foster active social inclusion is to enable students to develop a positive attitude to “foreignness”. Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners’ first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French “quasi-monolingual” students to lose their fear of unknown languages and “foreignness” in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion. 相似文献
7.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
8.
Russell Cross 《课程研究杂志》2016,48(3):388-408
‘Language across the curriculum’ has been pivotal in establishing a knowledge base on the role of language for accessing opportunities afforded by the curriculum. Yet, the ubiquity of language within all facets of human activity – not least of all the more abstract domains of thinking and relating with others – can easily obscure its perceptibility as an object for research relative to other priorities; especially when the curriculum focus is directed towards content-oriented areas, such as mathematics or the humanities. This paper uses an ecological framework to consider the place of language when the teacher’s focus is not solely on language, or content, but is equally attentive to both through a relatively new approach to theorizing learners’ non-native language within the curriculum: content and language integrated learning. In particular, it critically examines the notion of ‘integration’ as a pedagogical assumption for working with language in curriculum domains by focusing on teachers’ perceptions of the affordances of language as a meditational tool within the classroom space. Findings raise new implications for understanding the role of language(s) within the curriculum, and are significant for addressing the needs of a changing, globalized student demographic where the presence of multiple languages will increasingly shape learners’ engagement with the curriculum. 相似文献
9.
以高校“中国文化”英语课程为例,从深度学习课堂进程维度入手,将思想政治教育深度融入教学,以期解决课程思政“怎样做”的问题。具体措施如下:第一,明确高校“中国文化”英语课程思政的目标;第二,梳理课程蕴含的思想政治元素和价值导向;第三,采用展示高挑战项目、深入讨论问题、关联知识体系等教学方式来“落小,落细,落实”课程思政。这既能提高学生英语综合能力和高阶思维能力,全面提升学生文化自信,也能将育人有机融入教学实践,连通课程思政“最后一公里”。 相似文献
10.
Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin early reading and spelling acquisition. The combined program incorporated student teachers and student speech and language pathologists (SLPs) working together on case-based instructional planning supplemented with structured opportunities for the groups to share their respective expertise in curriculum and linguistic knowledge. Student teachers (n = 18) and student SLPs (n = 27) were randomly assigned to this combined intervention or a comparison intervention that replaced the structured opportunities to share curriculum and linguistic knowledge with spending time together focused on non-language/literacy based activities. Before-and-after comparisons indicated that only the students in the combined condition increased their linguistic/curricular knowledge (p < 0.05). However, neither of the interventions improved students’ case-based instructional planning for children’s literacy learning over and above what they could achieve working individually. Implications for the pre-service preparation of teachers and SLPs are discussed. 相似文献
11.
Danling Fu 《Changing English: An International Journal of English Teaching》2006,13(2):219-230
Working together to provide a culturally relevant, inquiry‐based language and literacy experience for their English language learners from an insulated Chinatown community, classroom teachers designed and operated an after‐school culinary institute. Students, parents and teachers all offered testimony to the overwhelming success of the programme in terms of language learning, content knowledge and social and emotional growth. 相似文献
12.
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. 相似文献
13.
Joyce Purdy 《Literacy》2008,42(1):44-51
In Canada, as in other anglophone countries, classrooms are becoming more diverse as the number of English language learners (ELLs) increases. More and more teachers are faced with the task of meeting the needs of culturally and linguistically diverse students. In this article, I share excerpts of dialogue between ELL students, native English‐speaking children and their teacher during guided reading events. Excerpts will illustrate how conversations around texts during reading activities can shape and extend the construction of meaning for the benefit of all, but especially for ELL students. Based on Vygotsky's (1986) proposition that learning is socially situated, I suggest four ways for teachers to structure meaningful conversations: through questioning, teaching vocabulary, engaging in collaborative talk and recognising that the culture and identity of the child are important to literacy learning. 相似文献
14.
Penny Haworth 《Teachers and Teaching》2013,19(5-6):411-430
A teacher’s identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an additional language (EAL) in their mainstream classes. This paper reports on a year‐long study involving eight class teachers in four different New Zealand primary schools. Data from in‐class observations, interspersed by a series of individual reflective discussions, revealed how the presence of EAL students in the mainstream setting created tensions, the resolution of which shaped class teachers’ professional identities. Tensions surfaced in data on class teachers’ self‐efficacy perceptions, selection of teaching roles, relations with support teachers and professional development priorities. These findings thus provide fresh insights into how new situations may impact on class teachers’ self‐identities. In particular, this investigation suggests the need for schools, teacher educators and policy makers to assist teachers in challenging, and indeed moving outside of the socially prescribed borders that have traditionally defined their professional identities within the school, in order to build shared practices and more collaborative ways of solving problems. 相似文献
15.
As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n?=?42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management. 相似文献
16.
Not just ‘sunny days’: Aboriginal students connect out‐of‐school literacy resources with school literacy practices 
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下载免费PDF全文 Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning. 相似文献
17.
教育部早在《教育信息化“十三五”规划》中就倡导“互联网+教育”模式。2020年突如其来的新冠肺炎疫情使我国课程形态整体上发生了变化,有史以来最大规模的线上教学顺利开展。元认知策略作为“策略中的策略”,对成功学习具有重要作用。探讨“互联网+教育”模式下元认知策略的训练方式,期望帮助学习者提高学习能力,找到最适合自己的学习方法。 相似文献
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Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized ‘top down’ curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This study analysed official curriculum documents published in 14 different countries to identify how the sociocultural component to Teaching English as a Foreign Language is reflected in the document. To date, there is scarce research on the place of culture in English as a Foreign Language curricula; hence, the present study aims at filling in a gap in this area. The study points to the following findings: curricula state the importance of culture in language learning and promote an integrative view of teaching language and culture; cultural objectives focus on appreciating cultural diversity, raising cultural awareness and reinforcing students’ positive cultural identity; teachers are portrayed as facilitators (rather than transmitters) of cultural knowledge yet, learners are described as acquiring (rather than discovering) cultural knowledge; curriculum documents focus on cultural knowledge and attitudes towards foreign cultures, rather than on the skills needed for successful interaction. These findings are elaborated and discussed, with potential implications for practice. 相似文献
20.
Exploring the feasibility of a classroom‐based vocabulary intervention for mainstream secondary school students with language disorder 下载免费PDF全文
下载免费PDF全文 Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably. 相似文献