eric.ed.gov har udgivet: It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Math sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the… Continue Reading →
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eric.ed.gov har udgivet: Education policymakers and leaders often say that the opinions and observations of teachers are among the most important information to help explain and understand what is happening in schools. Teachers’ voices can inject a sense of classroom and school-level realism into those discussions and add clarity and credibility to issues that are often clouded by competing interests. The Center on Education Policy (CEP), in an effort to gather and amplify teachers’ voices about current education issues and their own profession, conducted a national survey of public school K-12 teachers in the winter of 2015-16. The survey focused on a strategic set of issues for policymakers, educators, business leaders, and the public, including teachers’ views on their profession, standards, testing, and evaluations. The nationally representative sample surveyed for… Continue Reading →
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eric.ed.gov har udgivet: To disrupt patterns of marginalization that play out through interactions in math classrooms, teachers need to identify and address inequities in student participation, both in terms of participation outcomes and processes. In this study, I take an expansive view of participation and examine how the “quiet” participation of one 9th grade student is co-constructed through small-group interactions during an Algebra task. Analysis reveals three features of the group’s interactions that fostered the co-construction of Becca’s “quiet” participation: 1. Becca was positioned as a non-contributing silent beneficiary of learning, 2. Becca’s contributions received less support than her peers’, 3. Disagreement with Becca was softer than with John. Findings suggest that the perceived issue of low verbal production did not reside within Becca, but rather was the result of… Continue Reading →
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