(Re)defining Success in Language Learning

Positioning, Participation and Young Emergent Bilinguals at School
Erscheinungsjahr 2020
ISBN: 978-1-78892-898-4
Verlag: Multilingual Matters

Buch, Englisch, 185 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 313 g

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

Autoren/Hrsg.

Bernstein, Katie A.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule
• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Introduction

Chapter 1: Participation in Interaction and Language Learning: A Layered Approach

Chapter 2: Language and Language Learning as Social Practice

Chapter 3: From Bhutan, Uzbekistan, and Berkeley to River City: Arrivals and Approaches

Chapter 4: Adults as Context-makers: Parents’ and Teachers’ Belief About Language

Chapter 5: The Social Field of Classroom Three: Policies and Practices

Chapter 6: Becoming Students, Becoming Speakers: Social Positioning and Learning in Classroom Three

Chapter 7: Who Learned What?: Three Perspectives on Success in Language Learning

Chapter 8: Beyond English: Multimodal, Multilingual Repertoires at Work

Chapter 9: The Edge Has its Advantages: Participation and Learning on the Periphery

Chapter 10: Concluding Thoughts: Success Stories

References

Über Autor(innen)

Bernstein, Katie A.
Katie A. Bernstein is a former early childhood teacher, an applied linguist, and an early childhood education researcher. She studies young multilingual children and the contexts that shape their learning—from peer interactions to education policies. She is currently an associate professor at Mary Lou Fulton Teachers College at Arizona State University.

Katie A. Bernstein is Assistant Professor of Early Childhood and English Language Learner Education, Mary Lou Fulton Teachers College, Arizona State University, USA. Her research focuses on the language and literacy learning of multilingual children and the contexts in which their learning takes place.