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Conversations Of The Mind

Author: Rebecca William Mlynarczyk
Publisher: Routledge
ISBN: 1135454302
Size: 55.52 MB
Format: PDF
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Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning: * Is there something inherent in journal writing that encourages students to write reflectively? * What psycholinguistic or cognitive factors help to explain the power of journal writing? * Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading? * Why do teachers find some journal entries so much more engaging than others? * How do teachers' ways of responding to journals affect their students' development as writers and thinkers? This book addresses such questions through a careful analysis of the journal writing of the students in the author's ESL classes at a large urban college. It contains detailed case studies of five culturally- and linguistically-diverse students with widely differing responses to journal writing. To teachers of composition for both first- and second-language students and to teachers of graduate courses in education and qualitative research, this book offers a contextualized description of journal writings as a complex social activity. By emphasizing the need for educators to reexamine their pedagogy and to learn from their students, Conversations of the Mind is an indispensable contribution to the emerging literature of teacher research and reflective practice.

Journal Writing In Second Language Education

Author: Christine Pearson Casanave
Publisher: University of Michigan Press
ISBN: 047203457X
Size: 45.49 MB
Format: PDF
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Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research. Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing. Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.

Basic Writing

Author: George Otte
Publisher:
ISBN: 9781602351745
Size: 61.56 MB
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Framed by historic developments-from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond-BASIC WRITING traces the arc of these large social and cultural forces as they have shaped and reshaped the field. GEORGE OTTE and REBECCA WILLIAMS MLYNARCZYK balance fidelity to the past with present relevance, local concerns with (presumptively) global knowledge, personal judgment with (apparent) objectivity. BASIC WRITING circles back on the same general story, looking for different themes or seeing the same themes from different perspectives. What emerges is a gestalt of Basic Writing that will give readers interested in its history, self-definition, pedagogy, or research a sense of the important trends and patterns. Otte and Mlynarczyk make research trajectories clear without oversimplifying them or denying the undeniable blurring, dissensus, and differential development that characterizes the field. GEORGE OTTE is a member of the doctoral faculty at the CUNY Graduate Center in the PhD Programs in English, Urban Education, and Interactive Technology and Pedagogy. He served as coeditor of the JOURNAL OF BASIC WRITING from 1996 to 2002. He is the coauthor with Nondita Mason of WRITERS' ROLES: ENACTMENTS OF THE PROCESS (Harcourt, 1994) and, with Linda Palumbo, of CASTS OF THOUGHT: WRITING IN AND AGAINST TRADITION (Macmillan, 1990). REBECCA WILLIAMS MLYNARCZYK has taught basic writing at the City University of New York since 1974. She is currently professor of English at the CUNY Graduate Center and Kingsborough Community College, where she codirects the ESL program. She is the author of CONVERSATIONS OF THE MIND: THE USES OF JOURNAL WRITING FOR SECOND-LANGUAGE LEARNERS (Erlbaum) and the coauthor, with Steven Haber, of IN OUR OWN WORDS: STUDENT WRITERS AT WORK (Cambridge). She has served as coeditor of the JOURNAL OF BASIC WRITING since 2003.

Rethinking Second Language Learning

Author: Marisa Cordella
Publisher: Multilingual Matters
ISBN: 1783095423
Size: 14.13 MB
Format: PDF, ePub, Docs
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This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.

Usage Based Perspectives On Second Language Learning

Author: Teresa Cadierno
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110378523
Size: 75.58 MB
Format: PDF, Mobi
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This edited volume brings together perspectives that find mutual kinship in a view of language as an embodied, semiotic, symbolic tool used for communicative and interactional purposes and an understanding of language use as the preeminent condition for language learning – perspectives that we conjoin under the umbrella term of usage based perspectives.

The Oral Literate Connection

Author: Diane Dewhurst Belcher
Publisher:
ISBN: 9780472032327
Size: 73.47 MB
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The Oral-Literate Connection: Perspectives on L2 Speaking, Writing, and Other Media Interactionspresents the most current insights from research and theory on the numerous ways in which L2 speaking and writing support and enhance each other. Contributors to this collection not only report on recent research and theoretical developments but also on state-of-the-art pedagogical practices linking oral skills and literacy. Although research and theory are informed by practice throughout the text's four parts, the thematic organization proceeds from more theoretical and research-oriented issues to more classroom-based perspectives: § Theory and research on the interaction between speaking and writing § How speaking scaffolds writing § How writing scaffolds speaking § How technology bridges speaking and writing This volume offers readers both a compelling rationale for connecting speaking and writing in the L2 classroom and an informed means of making these connections. A wide array of theoretical and classroom-oriented topics is offered, ranging from sociocultural and second-language acquisition theory to classroom concordancing and blogging. The book has a foreword by John M. Swales and an Afterword by Paul Kei Matsuda.

Sociocultural Theory And The Teaching Of Second Languages

Author: James P. Lantolf
Publisher: Equinox
ISBN: 9781845532499
Size: 74.41 MB
Format: PDF
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L.S. Vygotsky, the renowned Russian psychologist, argued that the true test of any scientific theory is not the contribution that it makes to our understanding of the of the object of study but the extent to which it improves the practical activities of people, including activities that take place in educational settings. The fourteen original chapters included in this volume document innovations in second and foreign language teaching rooted in Vygotsky's theory of cognitive development. Researchers and language teaching practitioners will find implementations at the classroom and programmatic levels of Vygotskyan principles and concepts, including cognitive mediation, the zone of proximal development, activity theory, internatlization, verbalization, and materialization.