Teaching and Learning in a Multilingual School Choices, Risks, and Dilemmas
Buku ini diterbitkan tahun oleh Lawrence Erlbaum Associates, Inc. New Jersey adalah buku edisi Pertama.
Judul: Teaching and Learning in a Multilingual School Choices, Risks, and Dilemmas
Oleh: Tara Goldstein
Penerbit: Lawrence Erlbaum Associates, Inc. New Jersey
Tahun: 2003
Jumlah Halaman: 254 hal.
Penulis:
Tara Goldstein
Ontario Institute for Studies in Education
of the University of Toronto
Lingkup Pembahasan:
Buku ini tentang pilihan, risiko, dan dilema di sekolah tinggi multibahasa yang dilakukan dengan dukungan kuat dari jaringan penting dari orang.
Buku ini terdiri atas 2 bagian utama. Bagian I Dilema dari Pidato dan Diam meliputi pembahasan
Bab 2 Menerima dan melegitimasi multilingualisme, Bab 3 Mempromosikan dan melegitimasi bahasa Inggris, dan Bab 4 Menanggapi Silence. Bagian II Dilema Diskriminasi mencakup Bab 5 Menolak Wacana Anti-Imigran dan Linguicism, Bab 6 Presentasi Oral, Accent Diskriminasi,: dan Privilege Linguistic No Pain, No Gain, oleh Timothy Chiu, dan Bab 7 Kesimpulan: Menantang Linguistic Ketidaksetaraan di Komunitas Sekolah multibahasa.
Daftar Isi:
Series Foreword xiii
Sonia Nieto
Preface xix
A Word About Language xxv
Acknowledgments xxix
Contributors xxxi
Chapter 1 Introduction: Bilingual Life and Language Choice at Northside 1
The Case of Northside 1
Academic Programming and Linguistic Diversity at Northside 5
The Cantonese-Speaking Students at Northside 10
Studying Language Choice 11
Choosing to Use Cantonese at School 13
Translation and Transcription Notes 14
Risks Associated With Using English 16
Dilemmas Associated With Using Cantonese 18
Teaching in "New Times" 20
Part I Dilemmas of Speech and Silence
Chapter 2 Accepting and Legitimizing Multilingualism 25
"At Times, People Learn Better From Their Peers" 26
Commentary: Learning and Teaching in Cantonese and Mandarin 29
The Fluidity of Language Choice and the Practice of Codeswitching 29
On Public and Private Spaces in the Classroom 30
On Interethnic/Interracial Relations in the Multilingual Classroom 31
Codeswitching to Work Across Linguistic Differences 32
Pedagogical Discussion: On Linguistic Accommodation 35
For Further Reflection and Discussion 38
A Collective Reading of Hong Kong, Canada 38
Emotional Responses to Hong Kong, Canada: Personal Reflection 39
Issues and Dilemmas Raised in Hong Kong, Canada 39
Private and Public Spaces: Personal Reflection 39
The Possibilities of Words Unspoken 40
Chapter 3 Promoting and Legitimizing English 41
A Commitment to English 42
Commentary: Insisting Upon English 44
Student Responses to English-Only in the Classroom 46
Pedagogical Discussion: Learning From the American "Ebonics Debate" 49
For Further Reflection and Discussion 55
Private and Public Linguistic Identities: Personal and Professional Reflection 55
Journal Writing in English 55
Imagining Carol's Journal Entry 56
Looking at the Intersections of Race, Language, and Class 56
Ambivalent and Changing Investments in English 57
Chapter 4 Responding to Silence 58
"I Can Keep It in My Heart" 59
"Everyone Has to Contribute" 60
Commentary: Silences in the Multilingual Classroom, Co-Written With Gordon Pon 62
Burdensome Silence 63
Inhibitive and Attentive Silences 65
Desires for Whispered Cantonese 67
Pedagogical Discussion: Silences in the
Multilingual Classroom, Co-Written With Gordon Pon 69
Anne Yee, Greg Dunn, and Leonard Robertson 69
Working With Inhibitive and Attentive Silences 72
Alleviating Tensions in Small-Group Work 74
Lowering the Stakes of Small-Group Work 76
Alternatives to Small-Group Work 77
For Further Reflection and Discussion 78
Unearthing and Deconstructing Stereotypes Around Varieties of English 78
The Myth of the Non-Accent: Personal Reflection 79
Developing Communicative Competence and Confidence: Professional Reflection 79
Performing and Engaging With Silence 80
Speaking English and Acting White 80
Part II Dilemmas of Discrimination
Chapter 5 Resisting Anti-Immigrant Discourses and Linguicism 83
Journey to Acceptance 84
Beginnings 84
Final Reflections 85
Commentary: Negotiating Identities in "Hong Kong, Canada" 87
Teaching and Learning in "Hong Kong, Canada" 88
Opening Small Doors 89
Journey to Acceptance: Challenging Assumptions and Rejecting Linguicism 93
Pedagogical Discussion: On Rejecting Linguicism 96
On Language, Authority, and a Schoolwide English-Only Policy 97
For Further Reflection and Discussion 99
The Complexity of "Who Am I?" 99
Working With Controversial Language Issues 100
Not Understanding What Is Being Said: Personal Reflection 100
Responding to a Call for a Schoolwide English-Only Policy 101
Chapter 6 Oral Presentations, Accent Discrimination, : and Linguistic Privilege No Pain, No Gain, by Timothy Chiu 104
Commentary: Speaking With Different Accents 110
On Classroom Presentations 110
On Sharing the Responsibility of Communication 112
Accessing the Target Language Community 114
On Linguistic Privilege 115
Pedagogical Discussion: Anti-discriminatory Education in Multilingual Schools 116
Responding to Accent Discrimination and Linguistic Privilege 116
Acquiring Discourse Competence 119
For Further Reflection and Discussion 122
Thinking About Accent and Race: Personal and Professional Reflection 122
Thinking About Positive Evaluations of Different Accents: Personal and Professional
Reflection 123
Thinking About Linguistic Privilege 123
Chapter 7 Conclusion: Challenging Linguistic Inequities in Multilingual School
Communities 124
Contesting and Challenging Student Multilingualism at Northside 125
Challenging Linguistic Inequities in Multilingual School Communities 126
From "What Is" to "What Could Be" 128
Pedagogical Discussion: Promoting Multilingual and English Learning Activities 130
Appendix A: Hong Kong, Canada, by Tara Goldstein 133
Appendix B: Critical Educational Ethnography in Postmodern Times 183
Introduction: On Hybrid Texts and Multiple Voices 183
On Hybrid Texts and Representing Multiple Voices 184
On Writing in Multiple Voices 185
The Research Team 187
Our Fieldwork 188
Participation Observation and Document Analysis Activities 188
Ethnographic Interviewing, Translation and Tape Recording Everyday Language
Practices 189
Hybrid Reading: Research Reports, Memoirs, and Plays 190
Student Playwriting and the Politics of Researching "Other People's Children" 192
Playwriting As Critical Ethnography 193
But Whose Story Is It? 194
Learning to Write Plays 195
Getting Feedback and Revising 195
Conclusion: On Rigor, Persuasiveness, and Trustworthiness 196
Appendix C: Developing Oral Presentation Skills, by Judith Ngan 197
Demonstration Speech 197
Outline of Lecture on Developing Oral Presentation 198
Lecture on Developing Oral Presentation Skills 199
References 203
Author Index 211
Subject Index 215
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