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GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING
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In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 1, Iss 1, Pp 44-56 (1999) (1999)
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The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon
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In: Dissertations and Theses (1997)
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| 224 |
Transfer Among Phonological Tasks in Kindergarten: Essential Instructional Content
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In: Special Education and Rehabilitation Counseling Faculty Publications (1995)
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| 226 |
Procesos de lengua inglesa por contenidos en la etapa 12-16: "content-based teaching"
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In: TDX (Tesis Doctorals en Xarxa) (1993)
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| 230 |
Ein Beitrag zur Grundlegung der Sprachkunde in der Volksschule ...
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| 231 |
Ein Beitrag zur Grundlegung der Sprachkunde in der Volksschule
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In: Präsidium des Pädagogischen Hochschultages [Hrsg.]; Geschäftsstelle des Arbeitskreises Pädagogischer Hochschulen [Hrsg.]: Das Problem der Didaktik. Bericht über den fünften Deutschen Pädagogischen Hochschultag vom 1. bis 5. Oktober 1962 in Trier. Weinheim : Beltz 1964, S. 78-87. - (Zeitschrift für Pädagogik, Beiheft; 3) (1964)
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| 232 |
Estudo de viabilidade da inclusão dos componentes de índole não linguística no ensino da língua portuguesa na China sob o enquadramento da teoria de Bruner
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| 233 |
9 Investigating the Effectiveness of English Language Curriculum of Language Institutes in the City of Isfahan
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In: http://www.iiste.org/Journals/index.php/JEP/article/download/12983/13298/
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| 234 |
Online Mind Maps for Language Learning: Assisted Risk-Taking
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In: http://halshs.archives-ouvertes.fr/docs/00/86/70/04/PDF/erocall_2009_HAL.pdf
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| 235 |
Università della Svizzera italiana
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In: http://www.swissling.ch/docs/Armani_Rocci_DocDes_SUBMISSION.pdf
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| 236 |
One Usage of Geogebra in Enhancing Pre-service Mathematics Teachers ’ Content Knowledge
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In: http://www.dergipark.ulakbim.gov.tr/turkbilmat/article/download/5000070470/5000106052/
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| 237 |
Communicative Learning in Teaching Materials: A Study of Speaking Tasks in Contemporary Grade-8 English
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In: http://hkr.diva-portal.org/smash/get/diva2:458467/FULLTEXT01/
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| 238 |
Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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Abstract:
Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts. In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn. In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability. In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations. A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms. ; PhD
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Keyword:
0280; 0282; 0515; 0524; 0727; activity theory; content-based language teaching; content-language integration; elementary; English as a second language; English language learners; equity; learning; linguistically diverse students; mathematics education; multicultural education; multilingual classroom; opportunity to learn; pedagogy; second language education; sociocultural theory
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URL: http://hdl.handle.net/1807/32821
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| 239 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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