Developing teachers’ critical language awareness: A case study of guided participation

Linguistics and Education - Tập 32 - Trang 82-97 - 2015
Brian D. Carpenter1, Mariana Achugar2, Dan Walter2, Matt Earhart3
1Indiana University of Pennsylvania, United States
2Carnegie Mellon University, United States
3Austin Independent School District, United States

Tài liệu tham khảo

Achugar, 2009, Designing environments for teaching and learning history in multilingual contexts, 6(1–2), 39 Achugar, 2012, Developing disciplinary literacy in a multilingual history classroom, Linguistics and Education, 23, 262, 10.1016/j.linged.2012.05.003 Achugar, 2010, Learning history and learning language: Focusing on language in historical explanations to support English Language Learners, 145 Bender, 2004 Bernstein, 1975, Class and pedagogies: Visible and invisible, Educational Studies, 1, 23, 10.1080/0305569750010105 Brown, 1992, Design experiments: Theoretical and methodological challenges in creating complex interventions, Journal of the Learning Sciences, 2, 141, 10.1207/s15327809jls0202_2 Carpenter, 2014, Working with documents to develop disciplinary literacy in the multilingual classroom, The History Teacher, 48, 91 Clark, 1990, Critical language awareness, Part I: A critical review of three current approaches to language awareness, Language and Education, 4, 249, 10.1080/09500789009541291 Coffin, 2006 Collins, 2004, Design research: Theoretical and methodological issues, Journal of the Learning Sciences, 13, 15, 10.1207/s15327809jls1301_2 Gee, 1989, Literacy, discourse, and linguistics: An introduction, Journal of Education, 171, 5, 10.1177/002205748917100101 Halliday, 1999, The notion of ‘context’ in language education, 1 Halliday, 2014 Haneda, 2009, Learning about the past and preparing for the future: a longitudinal investigation of a grade 7 “sheltered” social studies class, Language and Education, 23, 335, 10.1080/09500780902954265 Hasan, 1996, Literacy, everyday talk and society, 377 Kress, 2005, Pictures from a rocket: English and the semiotic take, English Teaching: Practice and Critique, 4, 95 King, 1963 Lave, 1991 Leinhardt, 1993, Weaving instructional explanations in history, British Journal of Educational Psychology, 63, 46, 10.1111/j.2044-8279.1993.tb01041.x Leinhardt, 2001, Instructional explanations: A commonplace for teaching and location for contrast, 333 Leinhardt, 1994, A sense of history, Educational Psychologist, 29, 79, 10.1207/s15326985ep2902_3 Leinhardt, 1996, Two texts, three readers: Distance and expertise in reading history, Cognition and Instruction, 14, 441, 10.1207/s1532690xci1404_2 Martin, 2002, Writing history: Construing time and value in discourses of the past, 87 Martin, 2013, Embedded literacy: Knowledge as meaning, Linguistics & Education, 24, 23, 10.1016/j.linged.2012.11.006 Martin, 2010, Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse, Revista Signos, 43, 433, 10.4067/S0718-09342010000500003 Martin, 2005 Maton, 2013, Making semantic waves: A key to cumulative knowledge-building, 24(1), 8 Maton, 2013, Cumulative knowledge-building in secondary schooling, Linguistics & Education, 24, 8, 10.1016/j.linged.2012.11.005 Macnaught, 2013, Jointly constructing semantic waves: Implications for teacher training, 24(1), 50 Mead, 2000 Oteiza, 2003, How contemporary history is presented in Chilean middle school textbooks, Discourse & Society, 14, 639, 10.1177/09579265030145005 Oteiza, 2008, Agency, responsibility and silence in the construction of contemporary history in Chile and Spain, Discourse & Society, 19, 333, 10.1177/0957926508088964 Rogoff, 1994, Developing understanding of the idea of communities of learners, Mind, Culture and Activity, 1, 209 Rogoff, 1995, Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship, 139 Schleppegrell, 2013, The role of metalanguage in supporting academic language development, Language Learning, 63, 153, 10.1111/j.1467-9922.2012.00742.x Schleppegrell, 2003, Learning language and learning history: A functional linguistics approach, TESOL Journal, 12, 21, 10.1002/j.1949-3533.2003.tb00126.x Schleppegrellå, 2004, The grammar of history: Enhancing content-based instruction through a functional focus on language, TESOL Quarterly, 38, 67, 10.2307/3588259 Schleppegrell, 2006, An integrated language and content approach for history teachers, Journal of English for Academic Purposes, 5, 254, 10.1016/j.jeap.2006.08.003 Schleppegrell, 2008, Literacy in history: Language and meaning, Australian Journal of Language and Literacy, 31, 174, 10.1007/BF03651796 Unsworth, 1999, Developing critical understanding of the specialized language of school science and history texts: A functional grammatical perspective, Journal of Adolescent and Adult Literacy, 4, 508 Van Compernolle, 2014, Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge, Language Teaching Research, 1 Veel, 1996, Learning to think like an historian: The language of secondary school history, 191 Wineburg, 1996, The psychology of teaching and learning history, 423 Wineburg, 1998, Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts, Cognitive Science, 2, 319, 10.1207/s15516709cog2203_3 Wineburg, 2001 Young, 1998, Writing from primary documents: A way of knowing in history, Written Communication, 15, 25, 10.1177/0741088398015001002