"因为我们是双语者研究一名早期 ESOL 教师在语言使用方面的人性化方法

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2024-08-02 DOI:10.1016/j.linged.2024.101337
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引用次数: 0

摘要

尽管应用语言学和教师教育领域的一些学术研究表明,英语--尤其是白人主流英语(WME)--在多语种学生将英语作为额外语言学习的教育中占据着复杂的主导地位,但问题仍然是,在美国 K-12 教室和世界各地的许多课程和实践中,英语的教与学往往被定位为一种中立的、无价值的努力。因此,一个重要的问题是,尽管教师的工作环境一般都偏重于 WME,他们如何在课堂上使用语言上可持续的、人性化的语言实践。为了说明教师在支持人性化、充满语言活力的课堂中可以发挥的重要作用,我们重点介绍了一位教授多语种学生的非裔美国教师凯瑟琳的教学实践,并探讨了她如何利用自身的多语性在课堂上肯定各种语言实践。
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“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use

Although some of the scholarship in applied linguistics and teacher education illustrates an understanding of the complicated domination of English—and particularly White Mainstream English (WME)—in the education of multilingual students who are learning English as an additional language, the issue remains that the teaching and learning of English is often positioned as a neutral, value-free endeavor in much of the curriculum and practice used in US K-12 classrooms, and around the world. Therefore, an important question centers around how teachers might use linguistically sustaining, humanizing language practices in their classrooms, despite working in contexts that generally privilege WME. To illustrate the important role that teachers can play in supporting humanizing, linguistically vibrant classrooms, we highlight the practices of Catherine, an African American teacher of multilingual students, and explore how she leveraged her own multilingualism to affirm a variety of language practices in her classroom.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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