Learning about the Past and Preparing for the Future: A Longitudinal Investigation of a Grade 7 "Sheltered" Social Studies Class

Autor/in	Haneda, Mari
Titel	Learning about the Past and Preparing for the Future: A Longitudinal Investigation of a Grade 7 "Sheltered" Social Studies Class
Quelle	In: Language and Education, 23 (2009) 4, S.335-352 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Second Language Learning; Grade 7; English (Second Language); Social Studies; Teaching Methods; Interviews; Observation; Video Technology; Discourse Analysis; Teacher Student Relationship; Student Participation; Scaffolding (Teaching Technique); Case Studies + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; School year 07; 7. Schuljahr; Schuljahr 07; English as second language; English; Second Language; Englisch als Zweitsprache; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study
Abstract	Drawing on interviews, observations, and videorecorded data collected in a "sheltered" grade 7 social studies class in a Mid-western US city, the current paper explores the learning opportunities provided for English language learners (ELLs) and the discursive strategies used by a teacher, consciously or unconsciously, to help her students become increasingly competent members of her class. Findings indicated that (a) learning in this class was not simply about the curriculum content, but was equally addressed to students' becoming competent participants in the classroom community and developing dispositions as responsible members of society; (b) the teacher in the study effectively used her follow-up moves to scaffold her students' learning and to give voice to their opinions. Based on these findings, I argue for the importance of a broader conceptualization of what counts as learning and for an equity stance toward the education of ELLs, as exemplified by the case-study teacher. (Contains 3 excerpts and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10