Learning English at School: Identity, Social Relations, and Classroom Practice

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Multilingual Matters, Jan 1, 2000 - Language Arts & Disciplines - 152 pages
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This text considers the application of sociocultural theory to understanding how minority language background children learn English in the context of their classrooms. Based on a longitudinal ethnography, it is suggested that understanding the pivotal role of social interaction in learning implies new perspectives both for SLA research and for effective instructional practice.
 

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Contents

Theory Setting and Methodology
5
Kindergarten Stories
22
Kindergarten Metastories
61
Practices in the Grade 1
80
Discursive Practices in Grade 2 Language Arts Lessons
97
Appropriating Voices and Telling Stories
124
References
137
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About the author (2000)

Kelleen Toohey teaches in the Faculty of Education at Simon Fraser University, Burnaby, BC, Canada. Her research generally concerns language education for ethnic/cultural/linguistic minorities and she has worked with heritage, First Nations and English language teachers in Alberta, Ontario, Quebec and British Columbia.

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