“被动”还是“潜力”?:低水平ESL课堂中教师对学习者认同的反应

Literacy and Numeracy Studies Pub Date : 2012-05-30 DOI:10.5130/LNS.V20I1.2620

Sue Ollerhead

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引用次数: 20

摘要

本文探讨了澳大利亚语言、读写和算术计划(LLNP)中英语作为第二语言(ESL)读写能力非常低的成人学习者的多站点、基于课堂的案例研究项目的一些初步发现。本研究的目的是报告研究者对教师教学实践的观察，并调查他们对学习者发展和多重身份的反应程度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom

This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.

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来源期刊

Literacy and Numeracy Studies EDUCATION & EDUCATIONAL RESEARCH-

自引率

0.00%

发文量

审稿时长

26 weeks