Creating a Community of Scholarship with Instructional Conversations in a Transitional Bilingual Classroom. Educational Practice Report No. 15.

Autor/inn/en	Patthey-Chavez, G. Genevieve; und weitere
Institution	National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.
Titel	Creating a Community of Scholarship with Instructional Conversations in a Transitional Bilingual Classroom. Educational Practice Report No. 15.
Quelle	(1995), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Case Studies; Classroom Communication; Classroom Environment; Concept Formation; Cultural Context; Grade 4; Instructional Materials; Intermediate Grades; Learning Processes; Reading Instruction; Relevance (Education); Second Language Instruction; Second Language Learning; Second Languages; Student Responsibility; Transitional Programs + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Case study; Fallstudie; Case Study; Klassengespräch; Klassenklima; Unterrichtsklima; Concept learning; Begriffsbildung; School year 04; 4. Schuljahr; Schuljahr 04; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mittelstufe; Learning process; Lernprozess; Leseunterricht; Relevance; Relevanz; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache
Abstract	This report explores ways in which instructional conversations between a teacher and her students contributed to building an academic community in a transitional bilingual fourth-grade classroom. Through an analysis of reading lesson transcripts, classroom events, and student essays and journal assignments, the report shows how classroom experiences fostered the development of students' understanding of the concepts of sacrifice and responsibility. It describes how, at both the individual and the classroom community levels, instructional conversations deepened student understandings of the texts they read in class by encouraging students to make connections between particular text concepts and their own experiences. In addition to tracking student gains in understanding, the study shows how the conversations helped build a classroom community that incorporated the cultural beliefs and concerns of the students. (SE)
Anmerkungen	Dissemination Coordinator, NCRCDSLL/CAL, 1118 22nd Street, N.W., Washington, DC 20037.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC