Learning ESL: Participation in Situated Communities of Practice.

摘要: A study examining the classroom English-as-a-Second-Language (ESL) learning experience of six language-minority children from kindergarten through fourth grade is reported in a case one child, native speaker Punjabi, her class. Data were gathered, using ethnographic methods, observation, some videotaped or audiotaped, and parent teacher interviews. The child's language abilities, behavior, establishment identity are discussed, with illustrations interaction conversations. It concluded that child came to inhabit flawed classroom, she makes sense situation terms identity. When lost support community, needing speak on own circle who not friendly her, needs perform individually front teacher, appeared mentally disorganized linguistically incoherent. Her efforts avoid being caught knowing something may distract community cues ordinarily adept at other situations. Implications for practice discussed. Contains references. (MSE) ******************************************************************************** * Reproductions supplied by EDRS best can be made original document. Learning ESL: participation situated communities Presentation AAAL Meeting, Seattle, March 1998 Kelleen Toohey Faculty Education Simon Fraser University Burnaby, BC V5A 1S6 U.S. DEPARTMENT OF EDUCATION Office Educational Research Improvement ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) eihis document has been reproduced as received person organization originating it. 0 Minor changes have improve reproduction quality. Points view opinions stated this do necessarily represent official OERI position policy. Introduction, Theory Methodology This report data collected during three year study, parts which published Canadian Modern Language Review 1996 article TESOL Quarterly. 1994, I selected subjects class located school suburb Canada's largest cities. area listed working socio-economic maps, almost all classes about 50% students backgrounds than English. From 19 selected: boy girl Chinese background, Polish background Punjabi background. followed these children, rather, after attrition one, 4 them, end 2. observed each classrooms they enrolled, taking field notes my once week visits, audio taping having an experienced video technician videotape month. Video recordings transcribed part, used triangulation fieldnotes recordings. analysis ongoing, research associate, Elaine Day currently observing another cohort now one. As well data, we engaged (and engaging) activities involve children's parents teachers. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY