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Contexts for Learning: English Language Learners in a US Middle School

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dc.contributor.author Haneda, Mari
dc.date.accessioned 2020-11-03T03:17:40Z
dc.date.available 2020-11-03T03:17:40Z
dc.date.issued 2008
dc.identifier.uri doi: 10.2167/beb425.0
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/46
dc.description 19 p. en_US
dc.description.abstract Within the sociocultural theoretical framework that this paper adopts, learning, including second-language learning, is conceptualised as increasing participation in a community of practice. Thus it becomes of central importance to examine the nature of the community itself and the kinds of participatory opportunities that it supports or discourages. For it is through their engagement in the specific practices of their communities that students appropriate the knowledgeable skills that these practices involve. In this paper, based on the findings of an exploratory ethnographic study conducted in a US middle school, I examine the learning opportunities created for adolescent English language learners in three different classrooms and the ways in which these students took up these opportunities. I argue that, in addition to the particular subject matter to be taught, what appears to shape the kinds of learning opportunities afforded to English language learners is: (a) teachers’ conceptualisation of the needs of second-language students; (b) the ways in which they perceive their own role in responding to these needs; and (c) the larger context of institutional practices. en_US
dc.language.iso en en_US
dc.publisher The International Journal of Bilingual Education and Bilingualism en_US
dc.relation.ispartofseries The International Journal of Bilingual Education and Bilingualism Vol. 11, No. 1, 2008;
dc.subject adolescent English language learners en_US
dc.subject ,second-language learning en_US
dc.subject tracking en_US
dc.subject sociocultural theory, en_US
dc.subject Standards for Effective Pedagogy en_US
dc.title Contexts for Learning: English Language Learners in a US Middle School en_US
dc.type Article en_US


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