کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10316001 | 621413 | 2005 | 20 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم انسانی و هنر
زبان و زبان شناسی
پیش نمایش صفحه اول مقاله
چکیده انگلیسی
In dual language programs, children who speak a majority language are grouped with children who speak a minority language, and instruction is delivered in both languages. This focus on structural rather than instructional design can lead to a recipe approach to design: add the ingredients (native-speaking children, content language instruction) in the proper amounts and expect the desired product (bilingual children). However, a certain type of linguistically mediated interaction is implicit in the equation, since children with different language proficiencies are expected to guide each other in the mutual process of language acquisition. The teacher is faced with the task of fostering these interactions. Based on a year-long ethnographic study of a dual language Kindergarten classroom, this paper describes and analyzes one teacher's efforts to design a physical environment to afford children's Spanish language conversation, the failure of these efforts, and the unexpected emergence of conversation through conflict and negotiation.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Linguistics and Education - Volume 16, Issue 1, Spring 2005, Pages 93-112
Journal: Linguistics and Education - Volume 16, Issue 1, Spring 2005, Pages 93-112
نویسندگان
Renée Hayes,