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ERIC Number: EJ1054652
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
"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.
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