Getting beyond Conversation Analysis: Critical and Pedagogical Implications for TESOL/Bilingual Curriculum for Diverse Learners in the Age of Globalization

Autor/in	Al-Amri, Maijid N.
Titel	Getting beyond Conversation Analysis: Critical and Pedagogical Implications for TESOL/Bilingual Curriculum for Diverse Learners in the Age of Globalization
Quelle	In: Education Inquiry, 2 (2011) 1, S.141-151 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v2i1.21969
Schlagwörter	Discourse Analysis; Global Approach; English (Second Language); Second Language Learning; Second Language Instruction; Bilingual Education; Critical Theory; Curriculum Implementation; Teaching Methods; Interpersonal Communication; Sociocultural Patterns; Economic Factors; Metacognition; Cultural Awareness; Interpersonal Competence; Intercultural Communication + Suchen Sie Ihr Suchwort? Diskursanalyse; Globales Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingual teaching; Bilingualer Unterricht; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Soziokulturelle Theorie; Ökonomischer Faktor; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural identity; Kulturelle Identität; Interpersonale Kompetenz; Interkulturelle Kommunikation
Abstract	TESOL/bilingual curriculum is becoming a broader and more open field, implementing different areas and fields of study to meet and satisfy the needs of diverse ESL/bilingual learners in this age of globalization. One area of study which can be implemented and has pedagogical and critical implications is conversation analysis. The analysis of conversation can be used to educate diverse ESL learners, for example, about the sensitivity of English conversation structures and the fact that the well-organised structure of conversation does not mean that social and human interaction takes place spontaneously without the influence of participants' feelings, thoughts and attitudes (microlevel) and socio-cultural and economic contextual factors (macro-level). Such critical pedagogical perspectives would empower learners, raise their cognitive and meta-cognitive skills, and improve their social and cultural awareness. This paper attempts to link the field of conversation analysis and the field of TESOL/bilingual education for diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01