For this assignment, read the following articles found in Markee, N. (2015)
Skukauskaite, A., Rangel, J., Garcia Rodriguez, L., & Krohn Ramon, D. (2015). Understanding classroom discourse and interaction: Qualitative perspectives. In N. Markee (Ed.), The handbook of classroom discourse and interaction, pp. 44-59. John Wiley & Sons.
Talmy, S. (2015). A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom. In N. Markee (Ed.), The handbook of classroom discourse and interaction, pp. 353-368. John Wiley & Sons.
Prompt for Blog Reflection #4
Before beginning this blog reflection, please return to one of the readings from Module 6, “Discourse and Learning in Contexts of Educational Interaction” (Frederiksen & Donin, 2015), and re-read section 2.3 on pages 99 and 100 of the Markee text, on “Contexts of Educational Interaction.” With this approach to framing our discussions of interaction in the context of second language development, please consider the complicated sociolinguistic setting at the Tradewinds school described and analyzed in “A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom” (Talmy, S., 2015).
The post Sociolinguistics and cross-cultural dynamics first appeared on COMPLIANT PAPERS.
