Curriculum as a Discursive and Performative Space for Subjectivity and Learning: Understanding Immigrant Adolescents’ Language Use in Classroom Discourse

2020 ◽  
Vol 104 (4) ◽  
pp. 842-859
Author(s):  
KONGJI QIN
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
Immigrant Adolescents ◽  
Performative Space

Friendship Homophily Among Diaspora Migrant Adolescents in Germany and Israel

2007 ◽  
Vol 12 (3) ◽  
pp. 181-195 ◽  
Author(s):  
Peter F. Titzmann ◽  
Rainer K. Silbereisen ◽  
Eva Schmitt-Rodermund
Keyword(s):  
Language Use ◽  
Relative Strength ◽  
Immigrant Adolescents ◽  
Interindividual Differences ◽  
German Immigrants ◽  
Best Friends ◽  
Acculturation Orientation ◽  
Jewish Immigrants ◽  
Migrant Adolescents ◽  
Strength Of Association

Abstract. Immigrant adolescents have been found to prefer intraethnic over interethnic friendships, a phenomenon called friendship homophily (FH). This study investigates whether Russian Jewish immigrants in Israel and ethnic German immigrants in Germany differ in their FH rates, which variables predict friendship homophily in each sample, and whether relative strength of association between predictors and FH differs between both samples. FH is measured using reports on best friends, cliques, and distant friendships. Results found FH, in general, to be more pronounced in the Russian Jewish sample, and acculturation orientation and language use predicted interindividual differences in FH in both samples. Perceived discrimination predicted higher levels of FH in cliques and distant friendships only in Israel. Findings suggest the importance of acculturation in selecting intra- or interethnic friends.

Synoptic and dynamic analyses of classroom discourse

1991 ◽  
Vol 14 (2) ◽  
pp. 1-29 ◽  
Author(s):  
Jennifer Hammond
Keyword(s):  
Education Program ◽  
Classroom Discourse ◽  
Language Use ◽  
Language Education ◽  
Dynamic Analyses ◽  
Educational Implications ◽  
Theory Of Language ◽  
The Relationship ◽  
Three Components

Abstract This paper explores the relationship between teachers’ theories of language and learning and the nature of classroom discourse. Through analysis of data collected from two year 3 classes, it is argued that there are three components functioning simultaneously in all lessons. These are the interpersonal, the content and the metalanguage components. The focus of the paper is on how the content and the metalanguage components are realized in the classroom discourse, and on the educational implications of the metalanguage component in particular. It is suggested that the quality of the metalanguage component has an impact on the overall quality of the language education program and that this impact derives from an appropriate theory of language use.

Language variation in university classrooms

2020 ◽  
Vol 2 (1) ◽  
pp. 131-165
Author(s):  
Eniko Csomay ◽  
Siew Mei Wu
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
East Asian ◽  
Discourse Structure ◽  
The Us ◽  
Discourse Studies ◽  
Organizational Patterns ◽  
Us Findings ◽  
Discourse Organization ◽  
University Classrooms

Abstract Corpus-based university classroom discourse studies found differences in teaching as it relates to language use: discourse organization, levels of instruction and interactivity, and disciplinary differences in participant talk. These practices were primarily reported on US-based classrooms, while scholars with different foci looked at British university classrooms as well. However, a comparison of how discourse is organized in university classrooms in varying geographical contexts is still missing. The present study provides lexico-grammatical analyses of classroom discourse at a South-East Asian university as associations are made to the communicative and pedagogical functions in the discourse structure of lectures, and comparisons are made to a corpus of university classroom discourse from the US. Findings show differences in language use and associated discourse organizational patterns within three disciplinary areas (Humanities, Natural Sciences, and Engineering) as they are delivered in the two geographical contexts. Implications are discussed for register, disciplinary, and discourse structure studies.

scholarly journals Teacher’s target language use in classroom discourse: teacher’s point of view

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Puspa Sari ◽  
Syahrir Syahrir ◽  
Husnani Aliah
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
Mother Tongue ◽  
First Language ◽  
Point Of View ◽  
Target Language ◽  
Language Class ◽  
Language Knowledge ◽  
Students First ◽  
Teaching Learning

The language class is closely related to the assumption that students will learn and generate the target language. Students are supposed to be able to relate, at least, with the language they have studied. The teacher hopes to not only teach but also use the target language in their teaching-learning process and show the students how to use it. This research explores the teacher's target language in the classroom discourse from the teacher’s point of view—a Qualitative approach employed in this research. The teacher believed that the use of the target language has to be in a maximum way. However, drawn away by the situation of students’ target language knowledge, the use of target language becomes infrequently used. She only used target language for simple words or sentences, which is she knew her students able to comprehend. She needed to use the target language and the students’ first language and mother tongue to help the students more comfortable comprehending the lesson.

scholarly journals Language use in the classroom: Identity in classroom discourse

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhlisin Muhlisin
Keyword(s):  
Foreign Language ◽  
Identity Construction ◽  
Classroom Discourse ◽  
English Language ◽  
Language Use ◽  
Identity Theory ◽  
Efl Learners ◽  
L1 And L2 ◽  
English Instruction

AbstractThis study concerned group of Indonesian EFL learners’ perceptions regarding the use of Indonesian (L1) and English language (L2) by their teachers in the classroom. In particular, the study aimed to unravel how these learners perceived the use of their L1 and L2 during the course of English instruction in the classroom and how their perceptions might have been shaped by different aspects of “identity construction” to which they were oriented. Data were gathered through administering a questionnaire to one hundred seventy-three adult Indonesian EFL learners. Analysis of the learners’ responses suggested that they maintained different perceptions with regard to the use of their L1 and L2 and that their perceptions may be subsumed into two broad categories, each of which reflects the differences in their perceptions. Factors that might have affected the learners’ perceptions were then critically discussed in the light of identity theory in the context of L2 pedagogy. In particular, the theory suggests that different aspects of identity construction to which learners are oriented affect their perceptions of the use of theirL1 and L2 in the classroom. Further, these different aspects of identity construction may also affect how learners are likely to respond to the use of an L1 and L2 in the classroom (and beyond).Keywords: English as a foreign language (EFL), language use, identity theory in L2 pedagogy

CLIL classroom discourse

2013 ◽  
Vol 1 (1) ◽  
pp. 70-100 ◽  
Author(s):  
Tarja Nikula ◽  
Christiane Dalton-Puffer ◽  
Ana Llinares García
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Subject Matter ◽  
Classroom Discourse ◽  
Knowledge Construction ◽  
Language Use ◽  
Evidence Base ◽  
Education Systems ◽  
The World ◽  
Mainstream Education

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

2018 ◽  
Vol 120 (11) ◽  
pp. 1-28
Author(s):  
Avary Carhill-Poza
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Classroom Discourse ◽  
Language Use ◽  
Academic Language ◽  
Immigrant Students ◽  
Spanish Speaking ◽  
Emergent Bilingual ◽  
Peer Talk ◽  
Adolescent Immigrant

Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.

Linguistic Competence in Aphasia

2008 ◽  
Vol 17 (3) ◽  
pp. 87-92
Author(s):  
Leonard L. LaPointe
Keyword(s):  
Language Use ◽  
Linguistic Competence ◽  
Careful Study ◽  
Feral Children ◽  
Performance Factors ◽  
Performance Loss ◽  
Linguistic Rules ◽  
Communication Goals ◽  
Aphasia Treatment ◽  
And Performance

Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

Sign in / Sign up

Export Citation Format

Share Document