Academic Literacies and Adolescent Learners: English for Subject‐Matter Secondary Classrooms

Enright, Kerry Anne

doi:10.5054/tq.2010.237336

Cited by 6 publications

(1 citation statement)

References 29 publications

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“…And yet, the role of peer talk for adolescent English learners remains obscure. In the current context, as instructional foci narrow and academic language demands expand in response to new policy (Enright, 2010), research is needed to understand how emergent bilinguals scaffold their own academic language development with peer support through the use of multiple linguistic codes in classroom contexts.…”

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confidence: 99%

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

Carhill‐Poza

2018

Teachers College Record: The Voice of Scholarship in Education

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Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.

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confidence: 99%

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

Carhill‐Poza

2018

Teachers College Record: The Voice of Scholarship in Education

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Middle and High School Writing

Kao

Kang

2018

The TESOL Encyclopedia of English Language Teaching

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With recent education policies emphasizing standardized testing in K–12 schools, researchers and practitioners have paid great attention to the development of academic language and literacy for school‐aged children. Despite the significant role of academic writing in school, many adolescent English language learners (ELLs) in an English‐medium educational context have limited exposure to academic writing instruction in their English as a second language (ESL) classes and are unprepared for the academic literacy demands required in their content area classrooms. In addition, they tend to face unique challenges of learning academic writing in English. Given this context, it is important to explore adolescent multilingual writers and their writing practice and to provide pedagogical implications that teachers of adolescent multilingual students can integrate into their writing instruction.

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When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms

Enright

Strohl

2017

Educational Linguistics

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Academic Literacies and Adolescent Learners: English for Subject‐Matter Secondary Classrooms

Cited by 6 publications

References 29 publications

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

Silenced Partners: Language Learning and the Role of Bilingual Peers in High School

Middle and High School Writing

When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms

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