The voices of immigrant students in the classroom: discourse practices and language learning in a Catalan-Spanish bilingual environment

2012 ◽  
pp. 205-222
Keyword(s):  
Language Learning ◽  
Classroom Discourse ◽  
Immigrant Students ◽  
Discourse Practices

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

2018 ◽  
Vol 120 (11) ◽  
pp. 1-28
Author(s):  
Avary Carhill-Poza
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Classroom Discourse ◽  
Language Use ◽  
Academic Language ◽  
Immigrant Students ◽  
Spanish Speaking ◽  
Emergent Bilingual ◽  
Peer Talk ◽  
Adolescent Immigrant

Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2020 ◽  
pp. 233-261 ◽  
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2022 ◽  
pp. 1231-1252
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals Preparing Culturally and Linguistically Responsive Teachers: Developing an Equity-Oriented Teacher Education Curriculum

2021 ◽  
Vol 3 (3) ◽  
pp. 407-441
Author(s):  
Yue Bian
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Immigrant Students ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Bilingual Students ◽  
Subject Areas ◽  
Bilingual Communities ◽  
Academic Content

Abstract As classrooms worldwide are becoming increasingly diverse, teacher education programs need to develop an equity-oriented curriculum, integrating domains of knowledge that prepare all classroom teachers to support the academic content and language learning of immigrant students. The first step of such an effort is to systematically examine the existing curriculum for its strengths and gaps. Using the conceptualizations of culturally and linguistically responsive teachers as an analytical tool, the study critically examined 31 out of 110 course readings required by five teaching methods courses of a US nationally ranked elementary teacher education program. The findings reveal an overall restricted focus on issues of supporting bilingual students and a discrepancy among topics addressed in different subject areas. The study calls for problematizing the “just good teaching” mindset, dismantling the deficit and monolithic portrayal of bilingual communities, acknowledging the complexity of teaching bilingual learners, and striving for conceptual coherence in curriculum reconstruction.

scholarly journals Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

2021 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Mohammad Shah Zaki
Keyword(s):  
Discourse Analysis ◽  
University Students ◽  
Language Learning ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Initial Response ◽  
Class Participation ◽  
English Class

This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” -- Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered were ungrammatical.

scholarly journals ESL Classroom Dynamics: Towards a Discourse Processing Interpretation

1984 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
David Piper
Keyword(s):  
Language Learning ◽  
Classroom Discourse ◽  
Second Language Learning ◽  
General Trend ◽  
Discourse Processing ◽  
Theory And Practice ◽  
Esl Teachers ◽  
Classroom Dynamics ◽  
Classroom Discourse Analysis ◽  
Esl Classroom

A consistent trend in theory and research on second language learning has been toward greater emphasis on the analysis of elements of background knowledge and discourse rather than on sentences. Two major kinds of approach, textual and ethnomethodological, can be identified within the context of this general trend. An outline of these approaches is presented, together with discussion of their major strengths and weaknesses. Some implications for ESL research, theory, and practice are reviewed. It is proposed that ESL classroom dynamics may be understood in terms of representative discourse-worlds and that responsibility for classroom discourse analysis should be encouraged in both ESL teachers and their students.

Discourse Worlds in the Classroom and in Foreign Language Learning

1985 ◽  
Vol 7 (2) ◽  
pp. 159-168 ◽  
Author(s):  
Willis J. Edmondson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Classroom Discourse ◽  
Foreign Language Learning ◽  
Frame Theory ◽  
Simultaneous Activation ◽  
Multi Level ◽  
Language Input

The paper begins to explore the nature of the cognitive processing involved in foreign language learning. The notion of a “discourse world” as a set of elements against the background of which a unit of talk makes sense is introduced, and the claim is made that several such “discourse worlds” may be seen to coexist in classroom discourse, in part because of participants' “awareness” (on some level) of why they are there. The notion of a discourse world is then given a psychological interpretation in terms of frame-theory, and the view is argued that the simultaneous activation of several such frames is central to the business of understanding language, and to language learning. The classroom, it is argued, offers rich opportunities for the training of such multi-level perception of foreign language input, with consequent gains in learning. From this perspective Krashen's Monitor Theory is found implausible.

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