NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1172538
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1056-4934
Breaking Barriers with Collaborative Language Practices in a Multiethnic Classroom: A Potential Model for Immigrant Children
Tarim, Seyda Deniz
European Education, v50 n1 p27-41 2018
Children's spontaneous peer-group interactions were video-recorded and analyzed using techniques of ethnography and talk-in interaction. The examples illustrate how the children socialize novices to language practices and other culturally appropriate practices used in their peer-group communities. The children's translation work is a discursive practice but it has material outcomes for their novice peers, such as creating a venue for them to access concrete learning opportunities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bosnia and Herzegovina (Sarajevo)