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Our study focuses on Choice and Evaluation, two of Mohan's knowledge structures to uncover how teachers and students across content areas developed disciplinary knowledge through classroom talk. Participants included in-service teachers and their students in rural and urban secondary schools in the Eastern and Western US. Through Choice and Evaluation, we examined opportunities for students across four disciplines to build up their knowledge of content matter or field. Findings revealed that teachers of math and science built students' field knowledge through classroom exploration, eliciting Evaluation in dialogic patterns involving Choice, while social studies and language arts teachers helped students implicitly use Choice/Evaluation through projects based on their previous experiences. The essential role of student background knowledge in enabling participation across different types of oral exchanges is shown. This study uncovers tendencies across classrooms and makes linguistically informed suggestions for teachers in the disciplines.
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In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes:• In the Elementary Classroom• In the Middle and Secondary Classroom• School and Community Collaboration• School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.
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Second language (L2) classroom research has sought to shed light on the processes and practices that develop L2 learners' abilities [Nunan, D. 2004. Task-based language teaching. London: Continuum; Verplaetse, L. 2014. Using big questions to apprentice students into language-rich classroom practices. TESOL Quarterly, 179, 632-641; Zeungler, J., & Mori, J. 2002. Microanalyses of classroom discourse: A critical consideration of method. Applied Linguistics, 23(3), 283-288]. Honing in on the micro-level of classroom tasks and even further into the language of the tasks can help to reveal the patterns in teacher- and student-talk that help scaffold students' academic literacy. Literacy, from a systemic functional view of language learning, entails having the tools to function in the social contexts that are valued in students' lives. This study illustrates how grounded ethnography was used in conjunction with functional discourse analysis to illuminate bi-literacy development in two third-year university Spanish writing classes. Findings uncovered unique patterns of tasks and oral interactions that helped build students' academic bi-literacy. While grammar tasks helped build students' knowledge of wording-meaning relationships, culture and writing tasks supported their evolving understanding of how language construes content. This study puts forth a systemic functional curricular model for literacy-based tasks that aims to bridge the previously observed language-content gap.
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