Peerlingual Education: A Socioeducational Reaction to Structured English Immersion

Autor/in	Johnson, Eric J.
Titel	Peerlingual Education: A Socioeducational Reaction to Structured English Immersion
Quelle	In: Journal of Latinos and Education, 10 (2011) 2, S.127-145 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Learning Theories; Classroom Communication; Bilingual Education; Cooperative Learning; Teaching Methods; Immersion Programs; English (Second Language); Second Language Learning; Second Language Instruction; State Legislation; Sociocultural Patterns; Language Proficiency; Hispanic American Students; Educational Strategies; Cultural Awareness; Ethnography; Instructional Effectiveness; Spanish Speaking; Arizona + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Klassengespräch; Bilingual teaching; Bilingualer Unterricht; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Landesrecht; Soziokulturelle Theorie; Language skill; Language skills; Sprachkompetenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrstrategie; Cultural identity; Kulturelle Identität; Ethnografie; Unterrichtserfolg
Abstract	This discussion emphasizes the importance of collaborative learning methods to compensate for the legal restrictions placed on school districts by Arizona's anti-bilingual education law, Proposition 203. Grounded in Vygotsky's sociocultural theory of learning, peerlingual education is described as an invaluable resource based on the linguistic competencies of Latino students in Phoenix, Arizona. Although this collaborative approach is portrayed by educators and students as the primary strategy for classroom language assistance, the current implementation lacks structure and cultural sensitivity. Based on ethnographic inquiry, conceptual and methodological suggestions are offered to strengthen the effectiveness of peerlingual education in underresourced contexts. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10