"Let's Think about It Together:" How Teachers Differentiate Discourse to Mediate Collaboration among Linguistically Diverse Students

Autor/inn/en	Martin-Beltrán, Melinda; Guzman, Natalia L.; Chen, Pei-Jie Jenny
Titel	"Let's Think about It Together:" How Teachers Differentiate Discourse to Mediate Collaboration among Linguistically Diverse Students
Quelle	In: Language Awareness, 26 (2017) 1, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2016.1278221
Schlagwörter	Language Teachers; Teaching Methods; Spanish; English (Second Language); Second Language Learning; Secondary School Students; Discourse Analysis; Student Needs; Multilingualism; Language Usage; Teacher Student Relationship; Classroom Communication; Sociocultural Patterns; Metalinguistics; Code Switching (Language); Second Language Instruction; Participant Observation; Student Journals; Student Surveys; District of Columbia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sekundarschüler; Diskursanalyse; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Soziokulturelle Theorie; Metalanguage; Metasprache; Fremdsprachenunterricht; Teilnehmende Beobachtung; Studentenzeitung; Schülerbefragung
Abstract	As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students' different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students' needs as they participated in a language programme that brought together multicompetent language users, Spanish-expert students learning English, and English-expert students learning Spanish in secondary school. Analysing transcripts of student and teacher interactions, we identified discursive patterns that teachers used to mediate multilingual language-learning opportunities, to raise language awareness, and to cultivate a collective zone of proximal development in a linguistically diverse context. Findings shed light on the ways that teachers use languaging and translanguaging as mediational tools to gauge and respond to students' needs, while drawing upon students' funds of knowledge to deepen multilingual and multidirectional language-learning opportunities. Our findings have implications for how educators can differentiate their discourse/instruction to support students' multilingualism and ultimately increase language-learning opportunities among linguistically diverse students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01