Learning from Tina: a case study with a selective speaker

IF 1.5 2区文学 0 LANGUAGE & LINGUISTICS

Language Awareness Pub Date : 2022-01-14 DOI:10.1080/09658416.2021.1996583

Kay Rosheim

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引用次数: 0

Abstract

Abstract The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and self-efficacy theory. The data consisted of daily field notes written by the researcher, video and audio recordings, artifacts of schoolwork and student written communication. The researcher served as Tina’s learning specialist in Year 1 and her homeroom teacher in Year 2 during the data collection period. Those data sources were used to explain the evolution of new insights, identities, and pedagogical practices designed to support Tina in the school setting. The findings showed that being attentive and observant, establishing a safe learning environment, and cultivating a strong teacher-student relationship were critical to student success. In addition, the role of writing as a communication tool and use of digital tools supported Tina’s growth. In conclusion, implications for teacher development will be discussed.

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向蒂娜学习:一个有选择的演讲者的案例研究

摘要本研究是一项为期两年的案例研究，主要针对一名小学一年级被诊断为选择性缄默症的高年级女孩。虽然有多种理论框架被用来解释选择性缄默症，但本研究借鉴了批判社会文化理论、多模态社会符号学理论和自我效能理论的框架。这些数据包括研究人员每天写的现场笔记、视频和音频记录、作业的人工制品和学生的书面交流。研究者在第一年担任Tina的学习专家，在第二年担任Tina的班主任。这些数据来源被用来解释新的见解、身份和教学实践的演变，这些都是为了在学校环境中支持蒂娜。研究结果表明，注意观察、建立安全的学习环境、培养牢固的师生关系对学生的成功至关重要。此外，写作作为一种交流工具的作用和数字工具的使用支持了蒂娜的成长。最后，本文将讨论对教师发展的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Awareness Multiple-

CiteScore

3.70

自引率

10.00%

发文量

期刊介绍： Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.