"There Wasn't a Conversation Going On": How Classroom Norms Can Short-circuit Language Learning
The teacher in this study explicitly advocates conversation as a means of language development, yet her other, often implicit, classroom goals impeded the development of conversation.
||Classroom culture, School discourse, Language Development
International Journal of Learning, Volume 12, Issue 6, pp.197-206.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 866.160KB).
Renee received her Ph.D. in Education from the University of Delaware, USA. She currently works at the University of Sunderland, UK., on a project investigating LGBT equalities in primary schools.Her research and teaching interests focus on critical pedagogy and effective teaching practices for multicultural education in preservice teacher training programs. Renee has taught multicultural education courses at both the graduate and undergraduate level. She helped to develop and maintain the University of Delaware's after school program "La Red Mágica" where preservice teachers work with Latina/o children in an informal learning community as part of their multicultural course practicum.
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