Opportunities for Academic Language and Literacy Development for Emergent Bilingual Students during Group Work

Autor/inn/en	Molle, Daniella; Lee, Naomi
Titel	Opportunities for Academic Language and Literacy Development for Emergent Bilingual Students during Group Work
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 5, S.584-601 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1103206
Schlagwörter	Academic Discourse; Bilingualism; Teaching Methods; Career Readiness; College Readiness; Cooperative Learning; Teacher Attitudes; Role; Second Language Learning; Course Content; Standards; Guidelines; Case Studies; Language Arts; Grade 8; Middle School Students; Discourse Analysis; Associative Learning; English (Second Language); Hispanic American Students; Group Dynamics; Observation + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Lehrerverhalten; Rollen; Zweitsprachenerwerb; Kursprogramm; Standard; Richtlinien; Case study; Fallstudie; Case Study; Sprachkultur; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Gruppendynamik; Beobachtung
Abstract	The present paper argues for a shift in teacher knowledge and beliefs about the role of group work in the teaching and learning of emergent bilingual students. Using case study data from an eighth grade classroom, the authors analyze the role of collaboration in the interaction with grade-level text of emergent bilingual students. The analysis demonstrates that the quality of collaboration mediates in significant ways the opportunities available to emergent bilinguals for both content and language learning. The authors suggest that expanding students' repertoires of practice to include collaborative learning should be a worthwhile instructional goal in mainstream classrooms. The analysis problematizes the currently dominant view of group work as an instructional strategy, and supports the positioning of collaboration as a key disciplinary practice in the new college and career readiness standards. The article offers a conceptual framework for contrasting different types of collaboration that is based on Engeström's (1993. "Developmental Studies on Work as a Testbench of Activity Theory." In "Understanding Practice: Perspectives on Activity and Context," edited by S. Chaiklin and J. Lave, 64-103. Cambridge: Cambridge University Press) activity theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01