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25 Desember 2010
TRIADIC SCAFFOLDS: TOOLS FOR TEACHING ENGLISH LANGUAGE LEARNERS WITH COMPUTERS1
Carla Meskill
State University of New York at Albany
ABSTRACT
Active communication with others is key to human learning. This straightforward premise
currently undergirds much theory and research in student learning in general, and in second
language and literacy learning in particular. Both of these academic areas have long
acknowledged communication's central role in successful learning with the exact intricacies of
instructional conversations and the forms these take having been the focus of close analysis
(Cazden, 1988; Gee, 2001; Nystrand, Gamoran, Kachur, & Prendergast, 1997; Tharp &
Galimore, 1991; van Lier, 2000). In this examination of computer-supported classroom discourse,
specific forms of instructional conversation employed by a veteran elementary teacher of
beginning-level English language learners (ELLs) are examined.
State University of New York at Albany
ABSTRACT
Active communication with others is key to human learning. This straightforward premise
currently undergirds much theory and research in student learning in general, and in second
language and literacy learning in particular. Both of these academic areas have long
acknowledged communication's central role in successful learning with the exact intricacies of
instructional conversations and the forms these take having been the focus of close analysis
(Cazden, 1988; Gee, 2001; Nystrand, Gamoran, Kachur, & Prendergast, 1997; Tharp &
Galimore, 1991; van Lier, 2000). In this examination of computer-supported classroom discourse,
specific forms of instructional conversation employed by a veteran elementary teacher of
beginning-level English language learners (ELLs) are examined.
MULTIMEDIA CALL: LESSONS TO BE LEARNED FROM RESEARCH ON INSTRUCTED SLA
Language Learning & Technology
Vol. 2, No. 1, July 1998, pp. 22-34
MULTIMEDIA CALL: LESSONS TO BE LEARNED
FROM RESEARCH ON INSTRUCTED SLA
PDF version
Carol A. Chapelle
Iowa State University
ABSTRACT
This paper suggests that some design features and evaluation criteria for multimedia CALL might be developed on the basis of hypotheses about ideal conditions for second language acquisition (SLA). It outlines a relevant theory of SLA and enumerates the hypotheses it implies for ideal conditions such as input saliency, opportunities for interaction, and learner focus on communication. Implications of each hypothesis for multimedia CALL design and evaluation are outlined and exemplified.
Vol. 2, No. 1, July 1998, pp. 22-34
MULTIMEDIA CALL: LESSONS TO BE LEARNED
FROM RESEARCH ON INSTRUCTED SLA
PDF version
Carol A. Chapelle
Iowa State University
ABSTRACT
This paper suggests that some design features and evaluation criteria for multimedia CALL might be developed on the basis of hypotheses about ideal conditions for second language acquisition (SLA). It outlines a relevant theory of SLA and enumerates the hypotheses it implies for ideal conditions such as input saliency, opportunities for interaction, and learner focus on communication. Implications of each hypothesis for multimedia CALL design and evaluation are outlined and exemplified.
Using Call-and-Response to Facilitate Language Mastery and Literacy Acquisition Among African American Students MICHÉLE FOSTER
DIGEST EDO-FL-02-04 • JULY 2002
Using Call-and-Response to Facilitate Language Mastery and
Literacy Acquisition Among African American Students
MICHÉLE FOSTER
CENTER FOR APPLIED LINGUISTICS • ERIC CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS • 4646 40TH ST NW • WASHINGTON DC 20016-1859 • 202-362-0700
Despite three decades of research on African American English
(AAE), educational workshops aimed at improving the academic
achievement, particularly the literacy achievement, of African American
students still emphasize differences between Standard English
and African American English. One result is that teachers may overlook
the linguistic resources of their African American students. A
challenge for the research community now is to investigate how features
of African American English might be used instructionally. Several
researchers have noted teachers’ use of call-and-response—rapid
verbal interaction between speaker and listener that has its origins in
religious tradition—in classrooms composed of African American students.
This digest presents a working definition of call-and-response, discusses
relevant research on the use of this interactional strategy for
instructional purposes, and presents examples from an ongoing study
of elementary school classrooms to illustrate some of the fundamental,
explanatory dimensions of this discourse pattern.
Using Call-and-Response to Facilitate Language Mastery and
Literacy Acquisition Among African American Students
MICHÉLE FOSTER
CENTER FOR APPLIED LINGUISTICS • ERIC CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS • 4646 40TH ST NW • WASHINGTON DC 20016-1859 • 202-362-0700
Despite three decades of research on African American English
(AAE), educational workshops aimed at improving the academic
achievement, particularly the literacy achievement, of African American
students still emphasize differences between Standard English
and African American English. One result is that teachers may overlook
the linguistic resources of their African American students. A
challenge for the research community now is to investigate how features
of African American English might be used instructionally. Several
researchers have noted teachers’ use of call-and-response—rapid
verbal interaction between speaker and listener that has its origins in
religious tradition—in classrooms composed of African American students.
This digest presents a working definition of call-and-response, discusses
relevant research on the use of this interactional strategy for
instructional purposes, and presents examples from an ongoing study
of elementary school classrooms to illustrate some of the fundamental,
explanatory dimensions of this discourse pattern.
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