Teacher practices and perspectives for developing academic language  

Oleh:

Zwiers, Jeff

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Applied Linguistics (Full Text) vol. 17 no. 1 (Mar. 2007), page 93-116.
Fulltext: Zwiers_Jeff.pdf (244.08KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/IJA/17 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This study investigates the ways in which middle school teachers in the USA develop academic language in intermediate-level English learners who attend mainstream content classes. Analysis of field notes, transcripts, and student work show that (a) academic language and higher-order thinking skills are closely linked, and (b) classroom discourse patterns and activities both develop and impede language growth. The teachers used four principle communication strategies: questioning, gestures, connecting to background knowledge with examples and analogies, and personifying. The results suggest that students, despite growth in certain dimensions of cognition and language, also learn counter-productive "rules of school". This research is intended to benefit the millions of 'non-mainstream' students worldwide who struggle in schools that have been created and shaped to serve mainstream purposes.

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