Teachers' Roles in Second Language Learning : Classroom Applications of Sociocultural Theory.

Intro -- Teachers' Roles in Second Language Learning -- Classroom Applications of Sociocultural Theory -- A Volume in Research in Second Language Learning -- Series Editor: JoAnn Hammadou Sullivan, University of Rhode Island -- CONTENTS -- PART I: LINGUISTIC PERSPECTIVES -- 1. How Teacher Talk Can Guide Student Exploratory Talk: Communication, Conjecture, and Connections in a Fourth and Fifth Grade ELL Classroom -- 2. Mediating Meaning in Interaction: Researching the Connection Between Professional Development and Teacher Practice José David Herazo and Richard Donato 19 -- 3. Mediating Learning and Negotiating Curricular Ideologies in a Fourth Grade Bilingual Classroom -- 4. Teacher and Students' Use of Gesture as a Meaning-Making Affordance for Second Language Learning -- 5. Teacher Discourse and Code Choice in a Swedish EFL Classroom -- 6. How do Teachers Participate, Mediate, and Intervene in the Co-construction of Language Knowledge During Learner Interactions? -- Part II: Cultural Perspectives -- 7. Teacher's Use of Funds of Knowledge to Promote Class Participation and Engagement in an EFL Context -- 8. Teachers' Roles in Facilitating Novice Writers From Generation 1.5 -- 9. Teachers' Cultural Inclusivity and ELLs' Participation in Language and Literacy Activities -- 10. Working with Preschool English Language Learners: A Sociocultural Approach -- Part III: Social Perspectives -- 11. Teacher Discourse and Peer Interaction in Linguistically Diverse Classrooms -- 12. An ESL Instructor's Strategic Teaching in a Collaborative Learning Community -- 13. Teachers' Roles and Mediating Strategies of Learners' Engagement in the L2 Classroom -- 14. Second Grade ESL Literacy Success in a U.S. Mainstream Classroom -- Research in Second Language Learning -- Teachers' Roles in Second Language Learning -- Classroom Applications of Sociocultural Theory.

edited by -- Bogum Yoon -- State University of New York at Binghamton -- and -- Hoe Kyeung Kim -- Cleveland State University -- Information Age Publishing, Inc. -- Charlotte, North Carolina www.infoagepub.com -- FOREWORD -- Leo van Lier -- References -- ACKNOWLEDGMENTS -- Introduction -- Sociocultural Theory as a Theoretical Framework for Understanding Teachers' Roles in Second Language Learning -- Bogum Yoon and Hoe Kyeung Kim -- Vygotsky and Key Concepts of Sociocultural Theory -- Vygotsky and His Influence -- Zone of Proximal Development -- Language as Mediation -- Unique Features of the Book -- Organization of the Book -- References -- CHAPTER 1 -- How Teacher Talk can Guide Student Exploratory Talk -- Communication, Conjecture, and Connections in a Fourth and Fifth Grade ELL Classroom -- Maureen P. Boyd -- Theoretical Framework -- Literature Review -- Contingent Questioning -- Positioning Students To Have Interpretive Authority -- Use of Reasoning Words -- Methodology -- Findings -- 1. Jordan: Uh, over by Alaska-well, I hear on the news, Mr. Sims told us in social studies, there were seven whales that were coming to the Pacific Ocean -- 2. Zach: Oh yea, they got trapped by ice -- 3. Jordan: And they got trapped by ice over there, by Alaska -- 4. Zach: [inaudible] this story -- 5. Ms Charlotte: Aha -- 6. Jordan: They got trapped there were seven whales -- 7. Zach: Man, they they got to use seven thousand dollars -- 8. Ms Charlotte: And so, what did they have to do? -- 9. Jordan: They were trapped, they were trapped there -- 10. Zach: They use seven thousand dollars to get those whales -- 11. Ms Charlotte: Why do you think they got trapped? -- 12. Jordan: Because there was too many ice. -- 13. Zach: No, no, they didn't go out when the right time should be out -- 14. Ms Charlotte: Oh, so they didn't go out?.

15. Zach: They they stay alone like a few more minutes and eh hour -- 16. Ms Charlotte: Than when it was time for them to leave and then -- 17. Jordan: And he said there were like right up -- 18. Zach: Huge -- 19. Jordan: Too much ice, -- 20. Ms Charlotte: Ok -- 21. Jordan: And they -- 22. Ms Charlotte: Why do you think there might be too much ice? -- 23. Ms Charlotte: What about, does that remind you of anything that happened in Orca Song? Did anything happen there that would sound like -- 24. Lucy: Temperature -- 25. PD: Is very high -- 26. Jordan: It's been cold over there -- 27. Zach: It's cold from near pole-North pole -- 28. Ms Charlotte: Right -- 29. Lucy: I read in a book and they said em whales em they get stuck in the ice, they like to sit in the water... -- 30. Ms Charlotte: What about, does that remind you of anything that happened in Orca Song? Did anything happen there that would sound like -- 31. Rosey: Yeah, they got trapped -- 32. Jordan: Yea, what d'ya call it? -- 33. Rosey: The baby whale -- 34. Jordan: The whale got trapped in the netting -- 35. Ms Charlotte: The baby got trapped and then what happened, what was the other time? Did he get trapped in any other time? -- 36. Several students: No -- 37. Rosey: Yea, the, the beach -- 38. Ms Charlotte: The beach what happened there? -- 1. Charlotte: Ok this, ah, I brought this in (igloo artifact) to show you because we are going to be looking at the story that we read yesterday and then we are going to be looking at another story. -- 2. Jordan: Could we study about them people? -- 3. Zach: We are studying about whales -- 4. Charlotte: These are the people that we talked about yesterday, do you remember what they are called? -- 5. Zach: Yes -- 6. Charlotte: What? -- 7. Zach: Kayu (reading title of book) -- 8. Charlotte: Ok, that was his name -- 9. Jordan: Maybe like they from Alaska.

10. Charlotte: They are from Alaska, aha -- 11. Lucy: How come they speak some kind of other language? -- 12. Jordan: What do you call this? I forgot. -- 13. Choral students: Igloo, igloo -- 14. Jordan: How do they make 'em? -- 15. Charlotte: It's made of ice -- 16. Rosey: No, no ice, ice cubes -- 17. Choral students: Ice, ice -- 18. Rosey: They cut the exact shape and then put them in the water, I think -- 19. Jordan: Yea, but how do they make squares? -- 20. Charlotte: How do they make the squares? Who's going to say that? -- 21. Jordan: And then how do they make the tent? -- 22. Charlotte: Who thinks they know how to make the squares? -- 23. Lucy: Oh, I know -- 24. Steve: They dig a hole, like a square hole, then put water in it, and then, it change to a…. -- 25. Zach: Ice -- 26. Steve: Ice -- 27. Charlotte: Oh, is that how they do it? -- 28. Choral students: Yeah -- 29. Steve: Then they put them on -- 30. Charlotte: Oh ok-so you think they dig a hole, and then they put water in there and the water freezes? -- 31. Jordan: One more -- 32. Charlotte: And then they get it out? -- 33. Rosey: What? No I think…. -- 34. Lucy: No, I think something else -- 1. Charlotte: reading story out loud: "For a feeling instant Aknik's shark eyes fixed on a moving smudge of gray that whisked across the glacial ice and faded away. A shadow he thought, just a shadow. Aknik reset the snare" (or the trap) "and... -- 2. Rosey: There's a little snow, right? The fox is big, right? Then, he only saw a shadow, right? -- 3. Zach: Whoops -- 4. Rosey: How come it's a shadow, um, and he didn't see it when there's a lot of grass? -- 5. Charlotte: Well, what do you think? -- 6. PD: He's blind? -- 7. Charlotte: Well, I don't think he's blind -- 8. Zach: He's stupid -- 9. PD: Color blind? -- 10. Charlotte: Well, maybe ... what do you think?.

11. Steve: I think those are probably the shadows -- 12. Charlotte: You think those are supposed to be the shadows of the drawings? -- 13. Zach: It could -- 14. Choral students: unclear -- 15. PD: I just thought of something, if you trying to kill but it runs away? -- Discussion -- Conclusion -- References -- part i -- Linguistic Perspectives -- CHAPTER 2 -- Mediating Meaning in Interaction -- Researching the Connection Between Professional Development and Teacher Practice -- José David Herazo and Richard Donato -- Sociocultural Theory and L2 Learning -- Mediation and L2 Learning -- L2 Teacher-Student Interaction as a Mediated Activity -- Study Design and Methods -- Participants and Their Context -- Data Sources -- Data Analysis -- Findings -- Monica as Mediator -- 1. M okay, now guys/ can you say like, Alex Rodriguez is a sports sta::r, right, now let's do it umm, with a singer please yeah a singer, can you say like SHAKIRA is a singer, right another one, S4 ((points to S4)) -- 2. S4 Paris Hilton is a singer too -- 3. M well she's not a singer SINger -- 4. S1 , LLeona Lewis -- 5. S2 , LLeona Lewis -- 6. M who/ -- 7. S2 Leona Lewis -- 8. M okay Leona Lewis -- 9. S3 Daddy Yankee -- 10. S4 LGavilan -- 11. M but say it like the whole sentence, again -- 12. S3 Daddy Yankee -- 13. M Daddy Yankee what/ -- 14. S5 Diomedez Diaz -- 15. M What does he do? -- 16. S laughter -- 17. M Daddy Yankee is/ -- 18. S6 a singer -- 19. M La singer okay, S3/ ((points to S3)) -- 20. S? Eminen -- 21. M Eminen is a singer ((points to S6)) -- 22. S6 my mom is a [business] person -- 23. M a BUSINESS person really/ -- 24. S6 ((nods)) -- 25. M coo::l okay, so S6's mom is a business person, very good, S7 -- 26. S7 Diomedez Diaz -- 27. M Diomedez Diaz is a singer, that's right -- 28. SS laughter -- 29. M yeah, he's a very good, well he used to be a very good singer.

Kelly as Mediator.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.