An Analysis of the Discourse and Actions of Reading Conferences With English Learners: A Situated Perspective
作者： Sally Brown
DOI: 10.1080/19388071.2012.742601
关键词:
摘要: In this article the author shares examples of reading conferences with 10 English learners over course a semester. The are conducted by four monolingual, European-American teachers at primary school in Southeastern United States. Sociocultural and identity theories used as theoretical frame for research study. Observations reveal several themes inhibiting literacy learning learners: lack self-correction opportunities, unbalanced instruction, metalanguage, text difficulty, book levels. addition, compared to native-speaking students cross-case analysis. Transcripts illustrate complex factors affecting formation process learners. offers suggestions reframing
sci-hub.se 参考文章(50)
Jim Cummins, Sandra R. Schechter, Patricia Chow, Community as Curriculum. Language arts. ,vol. 83, pp. 297- 307 ,(2006)
Tatiana Gordon, Teaching young children a second language ,(2006)
Peter H. Johnston, Opening Minds: Using Language to Change Lives ,(2012)
Randy Bomer, Conferring with Struggling Readers: The Test of Our Craft, Courage, and Hope. New Advocate. ,vol. 12, pp. 21- 38 ,(1999)
Mariana Souto-Manning, Teaching English Learners: Building on Cultural and Linguistic Strengths. English in Education. ,vol. 42, pp. 248- 262 ,(2010)
Rosalie Forbes, Sylvia Forsyth, Marcia Schwade, Susan Scheitler, Talk during One-on-One Interactions. Primary Voices K. ,vol. 7, pp. 9- 16 ,(1998)
Sarah Jane McCarthey, Constructing Multiple Subjectivities in Classroom Literacy Contexts. Research in The Teaching of English. ,vol. 32, pp. 126- 160 ,(1998)
William Grabe, Reading in a Second Language: Moving from Theory to Practice ,(2008)
Constance Weaver, Reading Process and Practice ,(1987)
Frank Remkiewicz, Jonathan London, Let's Go, Froggy! ,(1994)