Friday, July 24, 2015

Teaching and Learning in a Multilingual School Choices, Risks, and Dilemmas


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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