Building Knowledge "About" and "With" Students: Linguistic Ethnography in Two Secondary School Classrooms

Autor/in	D'warte, Jacqueline
Titel	Building Knowledge "About" and "With" Students: Linguistic Ethnography in Two Secondary School Classrooms
Quelle	In: English in Australia, 50 (2015) 1, S.39-48 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Ethnography; Secondary School Students; English (Second Language); Second Language Learning; Educational Practices; Linguistic Theory; Sociolinguistics; Language Usage; Sociocultural Patterns; Multilingualism; Literacy; Academic Discourse; Interpersonal Communication; Student Attitudes; Teacher Attitudes; Grammar; Metalinguistics; Teaching Methods; Educational Research; Interviews; Focus Groups; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ethnografie; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungspraxis; Linguistische Theorie; Soziolinguistik; Sprachgebrauch; Soziokulturelle Theorie; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Discourse; Diskurs; Interpersonale Kommunikation; Schülerverhalten; Lehrerverhalten; Grammatik; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Ausland; Australien
Abstract	This paper presents research conducted with teachers and students in one year 7 and one year 8 English classroom that worked to support in school English language learning by calling on the resources and repertoires of plurilingual students. In this work, students and teachers were engaged as linguistic ethnographers of their own language practices. Drawing on new international approaches from sociocultural and sociolinguistic theory, this methodological approach privileges students as experts with real insights into their use of language in the variety of contexts in which they participate (Prasad, 2013). This work repositions multilingualism away from deficit dimensions and instead builds on research that continues to show multilingual students possess repertoires of linguistic practice that can be a resource for literacies in English and for enhanced educational practice (Orellana, Martinez, Lee, & Montano, 2012). (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01