Learning English at School: Identity, Social Relations, and Classroom Practice
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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adults Alice Amy's anglophone girl appeared appropriate argued asked aspects Bakhtin behaviour boys Cantonese Chapter chil child circle Clark classmates classroom activities classroom practices code-switching cognitive colouring community of practice competence constructed context cultural desks discourse practices discussed dren dust mites Earl educational engage English examine example Excerpt focal children Foucault frequently Grade 1 classroom Harvey Harvey's individual initially interac interactions interviews Jason Jean Paul Julie Julie's kindergarten Larson learners legitimate peripheral participants linguistic looks Martin McDermott mediating means Melanie minority language background Monique move Naiman Nina notion observed organised Oscar parents particular partner Pause peers perspective play Polish poststructural Punjabi questions Randy Randy's recitation sequences resist Reynolds school identities SECOND LANGUAGE ACQUISITION second language learning seemed SLA research small group social relations sociocultural sometimes speakers speaking stories subordination talk task teacher tions utterances ventriloquation verbal video-tape voices Wertsch words