“It was taught good and I learned a lot”: Intellectual practices and ESL learners in the middle years
P. Gibbons. Australian Journal of language and Literacy, 31 (2):
155-173(2008)
Zusammenfassung
This paper reports on some of the findings from research that investigated how
the notion of ‘intellectual quality’ is played out in schools where there are large
numbers of students who are learning through the medium of English as a second
language (ESL). Starting with the premise that high challenge, high support
classrooms benefit all learners, the paper discusses and illustrates the recurring
intellectual practices identified in five linguistically and culturally diverse classrooms,
where the teachers were involved in action research projects. The paper also
discusses the collaborative process by which the research was undertaken, and the
teacher learning that resulted. It concludes with a brief discussion of the implications
for pedagogy, and suggests that the ‘apprenticeship’ approach that broadly
describes the pedagogy adopted by the teachers has the potential to be particularly
significant for ESL learners’ engagement and participation in curriculum and language learning.
Beschreibung
A discussion of research into implications for teaching pedagogy, with a particular focus on learner engagement and a view of the process as a 'cognitive apprenticeship'.
%0 Journal Article
%1 gibbons2008taught
%A Gibbons, Pauline
%D 2008
%J Australian Journal of language and Literacy
%K dialogue education language linguistics
%N 2
%P 155-173
%T “It was taught good and I learned a lot”: Intellectual practices and ESL learners in the middle years
%V 31
%X This paper reports on some of the findings from research that investigated how
the notion of ‘intellectual quality’ is played out in schools where there are large
numbers of students who are learning through the medium of English as a second
language (ESL). Starting with the premise that high challenge, high support
classrooms benefit all learners, the paper discusses and illustrates the recurring
intellectual practices identified in five linguistically and culturally diverse classrooms,
where the teachers were involved in action research projects. The paper also
discusses the collaborative process by which the research was undertaken, and the
teacher learning that resulted. It concludes with a brief discussion of the implications
for pedagogy, and suggests that the ‘apprenticeship’ approach that broadly
describes the pedagogy adopted by the teachers has the potential to be particularly
significant for ESL learners’ engagement and participation in curriculum and language learning.
@article{gibbons2008taught,
abstract = {This paper reports on some of the findings from research that investigated how
the notion of ‘intellectual quality’ is played out in schools where there are large
numbers of students who are learning through the medium of English as a second
language (ESL). Starting with the premise that high challenge, high support
classrooms benefit all learners, the paper discusses and illustrates the recurring
intellectual practices identified in five linguistically and culturally diverse classrooms,
where the teachers were involved in action research projects. The paper also
discusses the collaborative process by which the research was undertaken, and the
teacher learning that resulted. It concludes with a brief discussion of the implications
for pedagogy, and suggests that the ‘apprenticeship’ approach that broadly
describes the pedagogy adopted by the teachers has the potential to be particularly
significant for ESL learners’ engagement and participation in curriculum and language learning.},
added-at = {2016-11-23T11:07:56.000+0100},
author = {Gibbons, Pauline},
biburl = {https://www.bibsonomy.org/bibtex/2ee9bbc9fcd1621045742cd1892d334a2/chrissie},
description = {A discussion of research into implications for teaching pedagogy, with a particular focus on learner engagement and a view of the process as a 'cognitive apprenticeship'.},
interhash = {5f2da8a4873ef874e54b28e7d21040c5},
intrahash = {ee9bbc9fcd1621045742cd1892d334a2},
journal = {Australian Journal of language and Literacy},
keywords = {dialogue education language linguistics},
number = 2,
pages = {155-173},
timestamp = {2016-11-24T06:37:24.000+0100},
title = {“It was taught good and I learned a lot”: Intellectual practices and ESL learners in the middle years},
volume = 31,
year = 2008
}