Teaching and Learning in a Multilingual School

Goldstein, Tara; Pon, Gordon; Chiu, Timothy; Ngan, Judith

doi:10.4324/9781410606914

Cited by 57 publications

(14 citation statements)

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“…I have witnessed the failure of schools to recognise the shifting needs of various Asianorigin youth first hand. This is problematic because Asian-origin youth, who represent a diverse range of immigration experiences, linguistic and cultural backgrounds and socio-economic classes, are experiencing serious problems negotiating school policies and classroom practices that frequently devalue the lived realities of Asian-origin youth and their families (Delpit, 1995;Goldstein, 2003;Nieto, 2000).…”

Section: Think It Is Harder and Harder To Say What American Culturementioning

confidence: 98%

Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school

Chae

2004

Journal of Intercultural Studies

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This paper examines the educational and social experiences of Korean-origin, working-class youth in New York City public high schools. By elucidating how Asianorigin youth understand, negotiate and resist the Asian model minority discourse, the participants (1) disrupt popular characterisations of the Asian-origin community, (2) critique dominant ideologies such as meritocracy and (3) share stories that Asian-origin youth can utilise to 'strengthen traditions of social, political, and cultural survival and resistance' (D.G. Solorzano & T.J. Yosso (2002) Critical race methodology: counter-storytelling as an analytical framework for education research, Qualitative Inquiry, 8(1), pp. . In addition to contributing important narratives to the discourse on school improvement, multiculturalism and urban education, these youth challenge educators to rethink problematic notions of identity and culture that perpetuate the marginalisation of Asian-origin people.

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Section: Think It Is Harder and Harder To Say What American Culturementioning

confidence: 98%

Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school

Chae

2004

Journal of Intercultural Studies

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“…Such negative reactions have been reported in several studies on language learners in multilingual classrooms (Goldstein, , ; Lee, ; Pon et al, ), as well as Japanese students' use of English with their Japanese peers (Kanno, ; Ryan, ). The common phenomenon among these studies is that, in speaking L2 English, you run the risk of being considered a show off by your L1 peers (Goldstein, , ; Kanno, ; Pon et al, ).…”

Section: Discussionmentioning

confidence: 66%

“…This is not the case in all second language classroom settings. On the contrary, learners' resistance and silence has been documented in many second language classes, foreign language classes, and multilingual mainstream classes (Canagarajah, ; Duff, ; Goldstein, ; Heller, ; Pon, Goldstein, & Schecter, ). Given such resistance to L2 communication, it is unlikely that learners will create opportunities for noticing or raising their awareness about the target language.…”

Section: Form‐focused Instructionmentioning

confidence: 99%

Form‐focused instruction and learner investment in L2 communication

Tomita

Spada

2013

The Modern Language Journal

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The purpose of this study is to examine the role of form‐focused instruction (FFI) in relation to learner investment in second language (L2) communication. Although positive effects of FFI have been reported, most of this research has been conducted from a cognitive–interactionist perspective. Little attention has been paid to the social factors of FFI, including learner investment—a desire to learn a second/foreign language taking into consideration learners' socially constructed identities (Norton Peirce, 1995). Drawing on second language socialization theory (Duff, 2007) and using discursive practices (Young, 2009) as an analytic framework, this study examines how FFI influences learner investment in L2 communication in the classroom setting. Twenty‐four high school students in Japan participated in a study, where two Japanese teachers of English team‐taught four 50‐minute lessons. Each lesson contained a 15‐minute exclusively meaning‐focused activity and a 15‐minute form‐focused activity that included attention to both form and meaning. All students completed both types of activities. Data were collected through classroom observations, video‐recorded classroom interactions, stimulated recalls, interviews, questionnaires, and diaries, all of which were analyzed quantitatively and qualitatively. The results suggest that FFI created social contexts for learners to establish their identities as L2 learners, leading to greater investment in L2 communication.

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“…This interpretation of cultural capital considers it to be the knowledge or competence (and sometimes the skills and abilities) of the culture that is valued in a particular setting (see, for example, Anderson, 2005;Aries and Seider, 2005;Astin and Oseguera, 2004;Goldstein, 2003;Gregory, Williams, Baker, and Street, 2004;Martinez-Cosio and Iannacone, 2007;Oakes, Wells, Jones, and Datnow, 1997;St. John, 2006).…”

Section: Contextually-valued Cultural Capitalmentioning

confidence: 99%

“…The contextually-valued interpretation of cultural capital has been used to examine such educational issues as informal academic standards (Farkas, 2003); use of linguistic resources (Goldstein, 2003); detracking efforts in primary or secondary schooling (Oakes, Wells, Jones, and Datnow, 1997); inequalities in access to literacy (Gregory, Williams, Baker, and Street, 2004); parental and family involvement in schooling (Cheadle, 2008;Martinez-Cosio and Iannacone, 2007); college choice decision-making processes (Astin and Oseguera, 2004;Freeman, 1997); students' perceptions of financial aid for college (St. John, 2006); and the identity development of college students related to their socioeconomic background (Aries and Seider, 2005).…”

Section: Contextually-valued Cultural Capitalmentioning

confidence: 99%

2010

ASHE Higher Education Report

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Executive SummaryForewordAcknowledgmentsFoundations of Educational Inequality: Cultural Capital and Social ReproductionPierre Bourdieu's Theory of Social ReproductionCultural Capital and EducationPromises and Pitfalls of Cultural Capital in Educational ResearchUses and Abuses of Cultural Capital in Educational ResearchMethodological Approach and AnalysisDefinitions of Cultural Capital in Educational ResearchCultural Capital in Educational ResearchConclusion“Strikes and Gutters”: Examining Applications and Interpretations of Cultural CapitalThe Merits of Cultural Capital in Educational ResearchSubstantive Limitations of Cultural CapitalMethodological Limitations of Cultural Capital ApplicationsConclusionRevolutionary Possibilities? The Future of Cultural Capital in Educational ResearchTheoretical ConsiderationsMethodological ConsiderationsEducational Practice Applications of Cultural Capital ResearchConclusionNotesReferencesName IndexSubject IndexAbout the Author

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Teaching and Learning in a Multilingual School

Cited by 57 publications

References 0 publications

Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school

Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school

Form‐focused instruction and learner investment in L2 communication

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