Voices without Words: Doing Critical Literate Talk in English as a Second Language

Autor/inn/en	Luk, Jasmine; Lin, Angel
Titel	Voices without Words: Doing Critical Literate Talk in English as a Second Language
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 49 (2015) 1, S.67-91 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.161
Schlagwörter	Critical Thinking; English (Second Language); Second Language Learning; Secondary School Students; Asians; Sino Tibetan Languages; Native Language; Language Proficiency; Discourse Analysis; Skill Development; Second Language Instruction; Grammar; Vocabulary + Suchen Sie Ihr Suchwort? Kritisches Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sekundarschüler; Asian; Asiat; Asiatin; Asiaten; Asiate; Language skill; Language skills; Sprachkompetenz; Diskursanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Fremdsprachenunterricht; Grammatik; Wortschatz
Abstract	Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English-proficiency senior secondary students in Hong Kong conducted critical talk in English. The study specifically investigates how the students used English to express ideas that were first developed in Cantonese (the students' first language). Based on a discourse analysis of the criticality and elaborateness of the Cantonese and English utterances of one group of students, the authors discuss findings that reveal a significant contrast between the students' more elaborated discourse in Cantonese and a restricted discourse in English characterised by reduced content and limited lexicogrammatical structures. The findings call for more attention to the impacts of linguistic proficiencies on critical thinking performance of ESL learners and to how the communicative gaps in critical literate talk revealed in ESL learners' first and second languages can be gradually reduced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01