- Bài trích
- Nhan đề: A restricted curriculum for second language learners – a self-fulfiling teacher strategy /
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Tác giả TT
| Asa Wedin. | |
Nhan đề
| A restricted curriculum for second language learners – a self-fulfiling teacher strategy / Asa Wedin | |
Mô tả vật lý
| p171 - p183 | |
Tóm tắt
| The forcus of this article is on relations between classroom interaction, surricular knowledge and student angagement in diverse classroom. It’ s based on a study with emographic perspective in which two primary school classes in Sweden were followed for three years. The analysis draws in Halliday’s Systemic Funtional Linguistics. The reults indicate that language use in the classroom is on a basic everyday level and that high teacher control results in low-demanding talks and low engagement among students. Interaction in the classroom mainly consists of short talk-turns with fragmented language, frequent repairs and interruptions, while writing and reading consists of single words and short sentences. Although the classroom atmosphere is frendly and inclusive, second language students are denied necessary opportunities to develop curricuular knowledge and Swedish at the advanced level, which they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their oppotunities to school success. Thus, i argue for a more reflective and critical approach regarding language use in classroom | |
Thuật ngữ chủ đề
| Academic language. | |
Thuật ngữ chủ đề
| Challenging pedagogy. | |
Thuật ngữ chủ đề
| Engagement. | |
Thuật ngữ chủ đề
| Curriculum. | |
Thuật ngữ chủ đề
| Classroom interaction. | |
Từ khóa tự do
| Ngôn ngữ. | |
Từ khóa tự do
| Giáo dục | |
Nguồn trích
| Language and education- Vol24, N.3 |
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| 110 | |aAsa Wedin. |
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| 245 | 12|aA restricted curriculum for second language learners – a self-fulfiling teacher strategy /|cAsa Wedin |
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| 300 | |ap171 - p183 |
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| 362 | |aVol24, N.3, (May 2011) |
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| 520 | |aThe forcus of this article is on relations between classroom interaction, surricular knowledge and student angagement in diverse classroom. It’ s based on a study with emographic perspective in which two primary school classes in Sweden were followed for three years. The analysis draws in Halliday’s Systemic Funtional Linguistics. The reults indicate that language use in the classroom is on a basic everyday level and that high teacher control results in low-demanding talks and low engagement among students. Interaction in the classroom mainly consists of short talk-turns with fragmented language, frequent repairs and interruptions, while writing and reading consists of single words and short sentences. Although the classroom atmosphere is frendly and inclusive, second language students are denied necessary opportunities to develop curricuular knowledge and Swedish at the advanced level, which they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their oppotunities to school success. Thus, i argue for a more reflective and critical approach regarding language use in classroom |
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| 650 | |aAcademic language. |
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| 650 | |aChallenging pedagogy. |
|---|
| 650 | |aEngagement. |
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| 650 | |aCurriculum. |
|---|
| 650 | 17|aClassroom interaction. |
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| 653 | |aNgôn ngữ. |
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| 653 | 0 |aGiáo dục |
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| 773 | |tLanguage and education|gVol24, N.3 |
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| 890 | |a0|b0|c0|d0 |
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