The Handbook of TESOL in K-12最新文献

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Incorporating Global Englishes in K-12 Classrooms 将全球英语融入K-12课堂

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH7

Ali Fuad Selvi

引用次数: 3

Translanguaging as an Act of Transformation 译语作为一种转化行为

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH6

T. Kleyn, Ofelia García

© 2019 John Wiley & Sons Ltd. Published 2019 by John Wiley & Sons Ltd. While the focus of classrooms labeled English as a Second Language (ESL), English to Speakers of Other Languages (ESOL), or English as a New Language (ENL) is English, these spaces are undeniably multilingual. The students, who are often a combination of immigrants and those born in the United States, come from homes where a range of languages— including English—are spoken by different family members for different purposes. Yet, when these students enter schools and specifically spaces where they are tasked with learning English, their home language practices are often disregarded and even perceived as a problem or challenge to overcome (Ruíz, 1984). This chapter explores how enacting translanguaging as a stance and pedagogy can restructure ESL spaces to be inclusive of emergent bilingual students’ language practices while also supporting their English learning. The TESOL field was traditionally centered on English monolingual approaches that aimed to support students learning English for social and academic purposes, yet often disregarded the backgrounds of students and the way they languaged (Taylor & Snoddon, 2013). ESL pedagogy was focused on teaching language as a structural system, which was taught in isolation of the larger context and without connection to other content areas (Lin, 2013). This structuralist approach to teaching language as a set of skills, rather than a practice (Pennycook, 2010), resulted in classrooms that were focused on English grammar rules and vocabulary, to the extent that home languages were banned and students were punished for speaking them (Richards & Rodgers, 2014). Students’ language practices that were not associated with English were not included in their ESL classes, nor viewed as a place from which to build upon and make connections and comparisons. The goal was for students to achieve what was described as a “native speaker” objective. This almost impossible goal was not about speaking like someone who learned English as their “first language,” but speaking like a White, middle‐upper class monolingual individual. This goal overlooked the variety of ways English is spoken by people who should—but often do not—fit within this “native” label due to their race, ethnicity, and socioeconomic status. Thereby the native speaker myth is more about privileging and giving power to some speakers, while oppressing others (Bonfiglio, 2010; García, 2009). Translanguaging as an Act of Transformation Restructuring Teaching and Learning for Emergent Bilingual Students

©2019 John Wiley & Sons Ltd。2019年由John Wiley & Sons Ltd出版。虽然英语作为第二语言(ESL)，英语给其他语言的人(ESOL)或英语作为新语言(ENL)的教室的重点是英语，但这些空间不可否认是多语言的。这些学生通常是移民和在美国出生的人的混合体，他们来自不同的家庭，其中包括英语在内的一系列语言，不同的家庭成员出于不同的目的说英语。然而，当这些学生进入学校，特别是他们学习英语的空间时，他们的母语实践往往被忽视，甚至被视为需要克服的问题或挑战(Ruíz, 1984)。本章探讨了如何将跨语言作为一种立场和教学法来重构ESL空间，以包容新兴双语学生的语言实践，同时支持他们的英语学习。TESOL领域传统上以英语单语方法为中心，旨在支持学生出于社交和学术目的学习英语，但往往忽视了学生的背景和他们的语言方式(Taylor & Snoddon, 2013)。ESL教学法侧重于将语言作为一个结构系统进行教学，这种教学孤立于更大的语境中，与其他内容领域没有联系(Lin, 2013)。这种将语言教学作为一套技能的结构主义方法，而不是一种实践(Pennycook, 2010)，导致课堂专注于英语语法规则和词汇，以至于母语被禁止，学生因为说母语而受到惩罚(Richards & Rodgers, 2014)。学生与英语无关的语言练习不包括在他们的ESL课程中，也不被视为建立联系和比较的地方。目的是让学生达到所谓的“母语者”的目标。这个几乎不可能实现的目标并不是要像把英语作为“第一语言”学习的人那样说话，而是要像一个只会说一种语言的白人中上层阶级那样说话。这个目标忽略了人们说英语的各种方式，这些人应该说英语，但由于他们的种族、民族和社会经济地位，他们往往不符合“母语”的标签。因此，母语者神话更多的是特权和赋予一些人权力，而压迫另一些人(Bonfiglio, 2010;加西亚,2009)。译语是一种转换行为，重构了新兴双语学生的教与学

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引用次数: 53

A Developmental and Contextual Perspective on Academic Language 从发展和语境的角度看学术语言

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH4

M. Brisk, Zhongfeng Tian

引用次数: 2

Digital Age Teaching for English Learners 数字时代的英语教学

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH10

Heather N Parris, Lisa M. Estrada

for proficiency and provide opportunity for ELs to integrate the lesson and acquired language skills.

并为英语学习者提供将课程与所学语言技能相结合的机会。

引用次数: 1

Intersecting Leadership and English Learner Specialty 交叉领导力与英语学习者专业

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH27

Trish Morita‐Mullaney

引用次数: 2

Index 指数

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.index

引用次数: 0

Effective Practices for Teaching Reading to Emergent Bilinguals in K-12 Classes K-12班对新兴双语者进行阅读教学的有效实践

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH13

David E. Freeman, Yvonne S. Freeman

引用次数: 0

Promoting Educational Equity in Assessment Practices 促进评估实践中的教育公平

The Handbook of TESOL in K-12

Pub Date : 2019-04-12 DOI: 10.1002/9781119421702.CH9

Margo H. Gottlieb, Gisela Ernst-Slavit

引用次数: 1

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