“Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event

Bunch, George C.

doi:10.1016/j.linged.2009.04.001

Cited by 46 publications

(41 citation statements)

References 28 publications

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“…Bunch (2009) summarizes that it is important for learners to grasp both the features of an L2 and the ways in which they can engage in classroom participation structures and routines. In addition to providing opportunities for students to develop their linguistic competence, the L2 learning environment should provide opportunities for interaction.…”

Section: Planned and Spontaneous Presentations Theory And Practicementioning

confidence: 99%

Oral Skill Development in Second Languages: A Review in Search of Best Practices

Garbati¹,

Mady²

2015

TPLS

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Abstract-There are many avenues of research in the field of second language (L2) acquisition. One that continues to be of great importance to researchers but also teachers is the development of students' oral proficiency skills. Research regarding effective teaching and learning strategies to aid L2 oral development has garnered much attention, yet a clear set of "best practices" remains absent. In an attempt to bring to the forefront some effective strategies for L2 oral skill development, we undertook a review of the literature in the areas of oral proficiency, academic language development, and L2 teaching and learning strategies. As our review presents research findings from various contexts around the world, our aim is not to provide a one-sizefits-all approach to improving students' L2 oral proficiency but to share issues from research that can and do inform teaching practice. Practical suggestions for L2 teachers that are connected to the findings of research are offered throughout the paper.Index Terms-oral skills development, second language pedagogy, oral proficiency, teacher preparation, second language teaching and learning strategies, communicative competence

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Section: Planned and Spontaneous Presentations Theory And Practicementioning

confidence: 99%

Oral Skill Development in Second Languages: A Review in Search of Best Practices

Garbati¹,

Mady²

2015

TPLS

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“…The importance of academic language proficiency for all students has been emphasized in the literature (Bunch, 2004(Bunch, , 2009Gibbons, 2003;Schleppegrell, 2004;Valdés et al, 2005), but exactly what constitutes it continues to be a matter of some debate. The definition of academic language that guided this study is based on theoretical and empirical work, particularly that which has addressed its development in both first and second languages.…”

Section: Academic Language and Its Developmentmentioning

confidence: 99%

Demands and opportunities: Analyzing academic language in a first grade dual language program

Lucero

2012

Linguistics and Education

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“…The contrast between Laura and Yolanda may indicate the high cognitive challenge of Whole Group Sharing. As [Bunch (2009)] has shown, presenting before the class requires that students manage a host of communicative demands, and doing so in a second language can mean an even greater effort. This is clear when considering the case of Laura, who was the only study participant who never participated in Whole Class Sharing, noting that she did not feel confident about her mathematical knowledge or about her English-language speaking skills.…”

Section: Whole Group Sharingmentioning

confidence: 99%

Socializing pre-service teachers into mathematical discourse: the interplay between biliteracy and multimodality

Esquinca

2012

Multiling.Ed.

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This is a study of the development of mathematical discourse among biliterate preservice teachers. Mathematical discourse is a multimodal discourse, in which mathematical meaning is constructed through multiple semiotic systems. Furthermore, in the continua of biliteracy framework, being able to construct meaning while drawing on multiple points of the continua promotes biliterate development. However, the ways in which biliterate pre-service teachers draw on both multimodality and biliteracy to develop mathematical discourse is a rarely researched topic. In this case study, data were gathered from participant-observation of a college mathematics class for pre-service teachers, participant interviews and small group study sessions at a public university on the U.S./Mexico border. A major component of the class was communicating mathematics meaningfully. Participant structures in which writing mediated communication were identified. In the classroom, students communicated with a variety of audiences in English, and through their participation students became socialized into mathematical discourse. However, it was in study sessions outside the classroom where students were able to draw on their biliteracy and multimodal resources more fully. In study sessions, participants used multimodality and biliteracy to engage with one another while at the same time forging an incipient identity as bilingual/biliterate teachers. Implications for teaching bilingual/biliterate college students are offered.

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“Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event

Cited by 46 publications

References 28 publications

Oral Skill Development in Second Languages: A Review in Search of Best Practices

Oral Skill Development in Second Languages: A Review in Search of Best Practices

Demands and opportunities: Analyzing academic language in a first grade dual language program

Socializing pre-service teachers into mathematical discourse: the interplay between biliteracy and multimodality

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