An Ethnography of a Bilingual Classroom. Final Report.

Autor/inn/en	Moll, Luis C.; und weitere
Institution	California Univ., San Diego. Laboratory of Comparative Human Cognition.
Titel	An Ethnography of a Bilingual Classroom. Final Report.
Quelle	(1980), (156 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Communication; Elementary Education; English (Second Language); Ethnography; Instructional Development; Interaction Process Analysis; Native Language Instruction; Program Descriptions; Reading Instruction; Second Language Instruction; Spanish; Student Teacher Relationship; Transfer of Training; California (San Diego) + Suchen Sie Ihr Suchwort? Klassengespräch; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Teaching improvement; Unterrichtsentwicklung; Prozessanalyse; Native language education; Muttersprachlicher Unterricht; Leseunterricht; Fremdsprachenunterricht; Spanisch; Training; Transfer; Ausbildung
Abstract	This research provides a detailed analysis of the inner workings of a bilingual program implemented in San Diego, California. The children in the study divide their school day between two separate classrooms, one offering instruction in Spanish and the other in English. The same students were videotaped as they participated in reading lessons in both languages. The goal of the analysis was to specify the variations in the communicative activities that constitute the reading lessons, and to pinpoint lesson features that helped or hindered the development of second language skills. Results show that teachers often structure lessons in ways that interfere with their curricular objectives. The analysis of lessons across language and ability groupings indicates that: (1) the manifestation and complexity of reading behaviors in the two classrooms are determined by the types of interactional activities, called "participation structures," in which students and teacher engage; and (2) these participation structures are influenced by organizational constraints and by presuppositions about the children's competence. It was found that the extent to which reading behaviors in Spanish transfer to or can be manifested in English depends on similarities in the organization of the participation structures found in the two classrooms. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC