Different words, different worlds: Language use, power, and authorized language in a bilingual classroom

“Words that hold us up:” Teacher talk and academic language in five upper elementary classrooms

“…Second, the teachers in this study consistently used "opaque" language (Weizman, 1985), such as homophones, heteronyms, deictic pronouns and demonstratives, and idiomatic expressions, all of which can potentially hinder understanding. The discussion below, organized around these two themes, is based on the analysis of trenchant examples (Ernst-Slavit, 1997) that illustrate the kind of language used by teachers during content area instruction in math, social studies, and language arts. These examples were selected because they are bold and clear illustrations of recurrent patterns.…”

“…Microanalysis of the data was steered by an interactive sociolinguistic perspective (e.g., Ernst, 1994;Ernst-Slavit, 1997;Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005;Bloome & Clark, 2006;Cazden, 1986;Green & Bloome, 1997;Green & Wallat, 1981;Gumperz, 1982;Hymes, 1981). The in-depth analysis of participants' interactions during content area instruction provided a principled approach for freezing, reconstructing, and analyzing recurrent events and for extracting patterns of sociocultural behavior in the classrooms, across content areas and time.…”

Migrant worker children: Conceptions of homelessness and implications for education

“…For example working with English as Second Language learners, schools can integrate native language instruction into their instructional programs (Carter & Chatfield, 1986;García, 1997;Lucas et al, 1990). Several researchers have focused directly on some of the ways teachers of Latina/o students actually use and support the native language (Carger, 1996;Ernst-Slavit, 1997: García, 1997Jiménez & Gersten, 1999;Jiménez, Gersten, & Rivera, 1996;Moll, 1988;MonteroSeiburth & Perez, 1987). For example, teachers who were successful with their students recognized them as fully competent speakers of a particular variety of Spanish and worked with this.…”

Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

“…In one study, two first-grade Latina teachers shared bilingual students' language and culture but reinforced standard language ideologies and cultural practices that did not validate students' Spanish language variations or cultural backgrounds (Ernst-Slavit, 1997). In some cases, Latina PSTs have used backgrounds shared with students to connect on cultural topics in recess and nonacademic parts of lessons but have struggled to link curriculum and content to cultural background they shared with students during instruction and in after-school programs (Téllez, 1999;Vomvoridi-Ivanović, 2012).…”