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