Related Papers
Reconceptualizing the Role of Critical Dialogue in American Classrooms
2020 •
Amanda Kibler
English: Language of hope, or broken dreams?
1992 •
Caroline Kerfoot
In this chapter, the ESL approaches adopted by seven different adult literacy organisations operating during apartheid in South Africa are described and analysed. The approaches are identified in relation to developments in the field of applied linguistics and language teaching. The methods include formalist, functional/communicative approach, competency-based approach, natural growth approach, task-based process approach, popular education and ESL approach. The chapter concludes with principles for adult, popular second language learning curriculum and education.
Nner journal
Catherine Bornhorst
ELT Journal of NELTA Sunsari Editor-in-Chief Gobinda Puri ELT Journal of NELTA Sunsari
Gobinda Puri
Teacher Scaffolding and Language Socialization of English Learners in Literature-Based Activities
Hyunsoo Hur
The contributions of teachers in building foundation of social processes, promoting learners’ agency and engagements have been constantly highlighted. This study explores language socialization of English Language Learners (ELLs) in an elementary school in U.S., focusing on the role of an ESL teacher. It examines how the ESL teacher provides linguistic and cultural scaffolding, and creates a learning environment conducive to ELLs’ socialization into American school academic Discourse (Gee, 1999). A prevalent approach for linguistic scaffolding was through using questions. Questions were used for assessment, identifying prior knowledge, current understanding level, and potential level for future development, and to train ELLs to think critically and analytically. Cultural scaffolding was made through classroom scripts, such as whole group and small group activities, individual work with teacher assistance, and working locations in the classrooms. The classroom script projected American values of power functioning, respect for individuals, and freedom of choice. The findings imply that ESL learners need more than linguistic scaffolding and having the knowledge of cultural learning dynamics could be crucial in multicultural students’ socialization into the mainstream American school Discourse.
Problem-Posing at Work: Popular Educator's Guide
Damian Lelangaya
Education in a Democracy: A Journal of the National Network for Educational Renewal
Virtual Reality: 43 From Crisis to Creativity
2021 •
Deborah Greenblatt
At the National Network for Educational Renewal Summer Institute in 2020, the Community of Volunteer Educators (COVE) was transitioning into an organization dedicated to the values of democracy, care, innovation, anti-bias/anti-racism, and equity. The Summer Institute became a forum to get advice on sustaining a group with core values that are similar to the NNER, recruit members, and start additional chapters as part of the Network model. This article will show what was applied by this newly formed non-profit with a mission to expand learning opportunities through free, virtual programming to advance issues of economic, racial, and social justice.
Dialogic Pedagogy: An International Online Journal
Challenging the politics of education: Intertwining dialogic pedagogy with a research-based practicum for first-year pre-service teachers
Wenjie Wang
The public education system in the United States has long been under assault from neoliberal educational reforms. Those reforms have been characterized by anti-democratic and hom*ogenizing assessment methods and systems that reinforce the banking model of education. In this model, students learn to passively and uncritically consume the knowledge transmitted to them in school. In order to counteract the banking model, this research urged first-year, pre-service teachers (PSTs) in an Introduction with Internship in Bilingual/ESL Education college coursework to engage in a dialogic problem-posing pedagogy grounded in a Freirian perspective. PSTs conducted a mini research-based practicum (RBP) that was six weeks long and required a total of 24-hour field observations across local public elementary schools. The RBP framework consisted of a research question, a mini literature review, practicum observations, findings, a group-written report, and a group presentation. In this study, we ana...
Teachers College Educational Technology …
Exploration of concepts to facilitate diverse knowledge practices and personal learning environments
2012 •
Sabine Reisas
The philosopher's teahouse : implementing critical pedagogy in multicultural ESL academic preparation classes
2010 •
Wendy Royal
This study investigates how students understand and experience critical pedagogy in four culturally diverse ESL classes in Northwest University, located in a multicultural metropolis in Canada. I conducted the study in my own classes, simultaneously examining my practice and its impact on my students since teachers‟ and students‟ identities are entwined. Through dialogue and negotiations among teacher and students, critical language pedagogy provides an innovative approach to teaching English language skills that enables students to challenge inequality, since language is a powerful tool, often used to control, persuade or exclude. I chose a critical ethnographic case study as the most appropriate methodology for uncovering the multiple ways ESL students make meaning of a pedagogical process that has to date received little practical guidance. My study, which took place over one academic year, offers an introspective and detailed portrait of the pitfalls, practicalities and possibil...
