Building Interactional Space in an ESL Classroom to Foster Bilingual Identity and Linguistic Repertoires

Autor/in	Welch, Irene
Titel	Building Interactional Space in an ESL Classroom to Foster Bilingual Identity and Linguistic Repertoires
Quelle	In: Journal of Language, Identity, and Education, 14 (2015) 2, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1019784
Schlagwörter	Bilingualism; Self Concept; Mexican Americans; English (Second Language); Second Language Learning; Transfer of Training; Elementary School Students; Spanish; Learning Motivation; Case Studies; Bilingual Education; Teaching Methods; Student Role; Translation; Science Instruction; Medical Evaluation; Records (Forms); Interaction; Native Language + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Training; Transfer; Ausbildung; Spanisch; Motivation for studies; Lernmotivation; Case study; Fallstudie; Case Study; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Formularsammlung; Interaktion
Abstract	This article draws on data from a yearlong case study of a Mexican American ESL teacher's practice in a K-5 school in the southeastern United States. The study examines how the teacher established bilingual interactional space in her ESL pullout class consisting of six 9- to 11-year old students of Mexican descent. The analysis shows the ways in which she affirmed her students' bilingual identity and made strong connections between in-school and out-of-school experiences. Findings illustrate how the teacher's explicit attention to bilingualism and cross-linguistic transfer created potential for pride in Spanish and motivation to develop English. The author recommends building bilingual interactional space in ESL and dual language classrooms to promote positive bilingual identity and opportunities for expanding linguistic repertoires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01