The article concludes that pupils appreciate being stretched, and learn more when challenged and when they feel their opinions are valued. They were supported through scaffolding.
This article describes a longitudinal ethnographic research project in a Grade 1 classroom enrolling L2 learners and Anglophones. Using a community-of-practice perspective rarely applied in L2 research, the author examines three classroom practices that she argues contribute to the construction of L2 learners as individuals and as such reinforce traditional second language acquisition perspectives. More importantly, they serve to differentiate participants from one another and contribute to community stratification. In a stratified community in which the terms of stratification become increasingly visible to all, some students become defined as deficient and are thus systematically excluded from just those practices in which they might otherwise appropriate identities and practices of growing competence and expertise.
Englishpage.com offers free English lessons with English grammar and vocabulary exercises online. Hundreds of English lessons to help you learn English today!
Englishpage.com offers free English lessons with English grammar and vocabulary exercises online. Hundreds of English lessons to help you learn English today!
This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student- initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
What does knowing a word entail? difference in undertanding depts vs width of vocabulary knowldege, using polysemosity of words to instruct, different appraoches to vacabulary instruction: using L1, read alounds, making connection with L1,
doi;10.1111/j.1540-5826.2005.00120
Learn English online with the help of this free website from the British Council. With games, quizzes, grammar exercises, e-cards and more. Read our magazine! Visit Kids Zone for children, Military English. Plus links to UK/overseas English courses, exams and tests, and other quality-checked online resources.
Find information on the range of English for Speakers of Other Languages (ESOL) exams and English Language Teaching (ELT) schemes, offered by the University of Cambridge Local Examinations Syndicate (UCLES).
Wyatt-Smith, C. and Kimber, K. (2009) ‘Working multimodally: challenges for assessment’, English Teaching: Practice and Critique, vol. 8, no. 3, pp. 70–90.
Pauline Gibbons (2008) Research to investigate what 'intellectual quality' is, and how this is reflected in classroom activity and practise, with reference to students learning through the medium of English as an L2. Based on SCLA, with emphasis on considering how pedagogy can be redefined in terms of sociocultural conceptual frameworks and analytical tools.
Gibbons, P. 2008: 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.
S. Bailey, and D. Meurers. Proceedings of the Third Workshop on Innovative Use of NLP for Building Educational Applications, page 107--115. Stroudsburg, PA, USA, Association for Computational Linguistics, (2008)