Think Like a Linguist: Leveraging Multilingual Students' Expertise about Language

Autor/inn/en	Crosson, Amy C.; Tapu, Christine; McKeown, Margaret G.
Titel	Think Like a Linguist: Leveraging Multilingual Students' Expertise about Language
Quelle	In: Journal of Adolescent & Adult Literacy, 65 (2022) 6, S.481-493 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crosson, Amy C.) ORCID (McKeown, Margaret G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1226
Schlagwörter	Teaching Methods; Lesson Plans; Multilingualism; Linguistics; Academic Language; Vocabulary Development; Middle School Students; High School Students; Classroom Communication; Discourse Analysis; Metalinguistics; Second Languages; Power Structure; Language Role; Language Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Mehrsprachigkeit; Multilingualismus; Linguistik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Klassengespräch; Diskursanalyse; Metalanguage; Metasprache; Second language; Zweitsprache; Sprachverhalten
Abstract	In this article, we focus on a series of lessons, called "Think Like a Linguist," that we designed and implemented with multilingual adolescents. These lessons were developed as an introduction to a semester-long study on academic vocabulary and word analysis using Latin roots. Our intention in "Think Like a Linguist" lessons was to present concepts about language patterns and relationships by leveraging students' diverse language backgrounds. Transcripts of lessons from one middle school class and two high school classes were inductively coded and thematically analyzed. Three main findings about students' participation and learning are presented. First, students engaged in hypothesis-checking and flexible thinking about language. Second, students collectively leveraged all the languages they knew for analysis. Third, lessons created the conditions for students to reflect on relations between language and power. In addition to these findings, we present major concepts introduced, examples of instructional tasks, and resources for instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01