- Bài trích
- Nhan đề: How ‘language-aware are lesson studies in an East Asian high school context? /
|
Tác giả CN
| Walker, Elizabeth. | |
Nhan đề
| How ‘language-aware are lesson studies in an East Asian high school context? / Elizabeth Walker | |
Thông tin xuất bản
| 2011 | |
Mô tả vật lý
| p. 187-202 | |
Tóm tắt
| Educators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called ‘learning’ studies in Hong Kong, the paper evaluates the extent of a language-aware perspective in the studies. The data are recordings of the most polished lessons in the lesson study cycles, with planning, teaching and testing materials from post-study presentations. Minimal evidence of a language-aware perspective was found. That is, the academic ‘content’ was de-contextualized in that lessons focused on propositional knowledge rather than its academic cultural use in explaining, reporting or discussing science; and attention to the cognitive academic language (CAL) construing the science was negligible. The teachers’ CAL seemed unplanned and students’ CAL development was largely ignored. Some recommendations are made and significant implications of the findings are addressed | |
Thuật ngữ chủ đề
| Ngôn ngữ-TVĐHHN. | |
Từ khóa tự do
| Language in education. | |
Từ khóa tự do
| Academic literacy. | |
Từ khóa tự do
| Functional linguistics. | |
Nguồn trích
| Language and education- 2011, Vol25, N.3 |
| |
000
| 00000nab a2200000 a 4500 |
|---|
| 001 | 40776 |
|---|
| 002 | 2 |
|---|
| 004 | 51332 |
|---|
| 005 | 202007220901 |
|---|
| 008 | 160819s2011 | a 000 0 eng d |
|---|
| 009 | 1 0 |
|---|
| 035 | |a1456368789 |
|---|
| 039 | |a20241128110736|bidtocn|c20200722090113|dhuongnt|y20160819094947|zkhiembt |
|---|
| 041 | 0|aeng |
|---|
| 100 | 1|aWalker, Elizabeth. |
|---|
| 245 | 10|aHow ‘language-aware are lesson studies in an East Asian high school context? /|cElizabeth Walker |
|---|
| 260 | |c2011 |
|---|
| 300 | |ap. 187-202 |
|---|
| 362 | 0|aVol. 25 (May 2011) |
|---|
| 520 | |aEducators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called ‘learning’ studies in Hong Kong, the paper evaluates the extent of a language-aware perspective in the studies. The data are recordings of the most polished lessons in the lesson study cycles, with planning, teaching and testing materials from post-study presentations. Minimal evidence of a language-aware perspective was found. That is, the academic ‘content’ was de-contextualized in that lessons focused on propositional knowledge rather than its academic cultural use in explaining, reporting or discussing science; and attention to the cognitive academic language (CAL) construing the science was negligible. The teachers’ CAL seemed unplanned and students’ CAL development was largely ignored. Some recommendations are made and significant implications of the findings are addressed |
|---|
| 650 | 17|aNgôn ngữ|2TVĐHHN. |
|---|
| 653 | |aLanguage in education. |
|---|
| 653 | 0|aAcademic literacy. |
|---|
| 653 | 0 |aFunctional linguistics. |
|---|
| 773 | 0|tLanguage and education|g2011, Vol25, N.3 |
|---|
| 890 | |a0|b0|c0|d0 |
|---|
| |
Không tìm thấy biểu ghi nào
Không có liên kết tài liệu số nào
|
|
|
|