Code-Meshing and Writing Instruction in Multilingual Classrooms

Autor/inn/en	Lee, Alice Y.; Handsfield, Lara J.
Titel	Code-Meshing and Writing Instruction in Multilingual Classrooms
Quelle	In: Reading Teacher, 72 (2018) 2, S.159-168 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1688
Schlagwörter	Code Switching (Language); Second Language Learning; Language Usage; Native Language; Spanish; Language Variation; English; English (Second Language); Black Dialects; Teaching Methods; Language of Instruction; Writing (Composition); Teacher Student Relationship; Classroom Communication; Multilingualism + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachgebrauch; Spanisch; Sprachenvielfalt; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Schreibübung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Mehrsprachigkeit; Multilingualismus
Abstract	Classrooms act as linguistic sieves when they continue to accept only dominant forms of English as the "correct" and "appropriate" language choice for all students. Students who speak other languages, such as African American Language or Spanish, are often encouraged to use those languages on the playground or at home but not in "official" spaces. This article interrogates such language practices by considering code-meshing as an instructional approach that invites multiple languages within the classroom. The authors highlight the choices of teachers who encourage code-meshing in their writing practices and offer pedagogical suggestions that can help teachers broaden their incorporation of all students' languages. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01