ERIC Number: EJ1054652
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0574
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Available Date: N/A
"Casi Nomás Me Dicen Qué Escribir" / They Almost Just Tell Me What to Write: A Longitudinal Analysis of Teacher-Student Interactions in a Linguistically Diverse Mainstream Secondary Classroom
Kibler, Amanda
Journal of Education, v191 n1 p45-58 2010-2011
This case study analyzed the ways a native Spanish speaker of high-beginning English proficiency and his teacher negotiated an extended writing task in a tenth-grade mainstream humanities course. An "interactional histories" analysis demonstrated the teacher's pedagogical and conversational moves to adapt the academic task and the moves of teacher and student to co-construct this assistance. The study revealed how opportunities for language minority students' literacy development are locally created through teacher-student interaction but reflect linguistic, cultural, and institutional concerns related to academic performance and achievement.
Descriptors: Spanish Speaking, Language Proficiency, English Language Learners, Grade 10, Humanities, Teaching Methods, Interpersonal Communication, Student Needs, Language Minorities, Second Language Learning, Teacher Student Relationship, Cultural Influences, Academic Achievement, Secondary School Students, Longitudinal Studies, Secondary School Teachers, Case Studies
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A