The disciplinary constraints of SLA and TESOL: Additive bilingualism and second language acquisition, teaching and learning

May, Stephen

doi:10.1016/j.linged.2011.02.001

Cited by 54 publications

(39 citation statements)

References 45 publications

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“…Instead of helping learners to enhance their critical thinking skills and sense of agency (Shor, 1992(Shor, , 1996, many ELT theoreticians and practitioners tend to focus on cognitive linguistic and asocial aspects of language learning (Crookes & Lehner, 1998;May, 2011;Pennycook, 1990). In other words, the mainstream view of ELT tends Downloaded by [University of Sydney] at 20:43 04 January 2015 to reduce it to the mental processes involved in the acquisition of English as a second language and the classroom-bound techniques which enhance these processes.…”

mentioning

confidence: 99%

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Abednia

Izadinia

2013

Language Awareness

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This study is a report on the learning processes and outcomes of a reading course with a critical literacy orientation. Twenty-seven BA freshman English literature students (four males and 23 females) at the age range between 18 and 21 participated in a 'Reading Comprehension 1' course at Allameh Tabataba'i University, Tehran. Throughout the course, they were encouraged to deal with the passages they brought to the class in a problem-posing manner. To this end, they were motivated to critically analyze the passages through group discussions and writing reflective journals. The thematic analysis of the collected 126 journals shed light on the development of the students' critical consciousness which emerged in five themes. A detailed discussion of the findings and suggestions for further research are presented.

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confidence: 99%

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Abednia

Izadinia

2013

Language Awareness

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“…They treated the children as equal partners in acquiring literacy (Gynne and Bagga-Gupta, 2013) and encouraged their children initiatives in language learning. They placed a high value on mutual understanding in interactions between the father and the mother with respect to the children's development in both languages (May 2011). For example, the family 1 ( Arini/Arman) discussed with their daughter, Nanda, about the use of Indonesian language in the school, and Nanda explained to her parents: 'I like the way my classroom teacher greeted me Selamat pagi, Apa kabar?…”

Section: Child-focused Familiesmentioning

confidence: 99%

Parental attitudes and approaches to biliteracy development and bilingualism

Basri¹,

Garner²,

Akil³

2018

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The research explores the parental attitudes and approaches on Indonesian families to support their children L1 and L2 literacy practices and bilingualism in Australian home context. It employs a longitudinal ethnographic approach utilizing home indepth interview to collect data on the perception of the parents on biliteracy development and bilingualism and how they put into their home biliteracy and bilingualism practices; and the extent of the biliteracy approaches the parents apply in their home influence the responses of the children toward their biliteracy development and bilingualism. Research results demonstrate that more inspired and complex the parents were in the way to support the development of biliteracy and bilingualism at the Australian Indonesian families, and opening up space for engaging and learning biliteracy and bilingualism, better the instantaneous results of the biliteracy and bilingualism outcomes of the children were.

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“…This poses substantial challenges for immigrant students and for first-generation immigrants in particular. For example, the use of standardized tests with bi-/multilingual students has been frequently argued to be a biased and unfair practice because students are required to perform in a second or subsequent language and stand little chance of performing as well as their monolingual peers (Kachru and Sridhar 1994;May 2011;Saenz and Huer 2003). In second-language acquisition research, the term 'monolingual bias' commonly refers to the practice of evaluating students' performance in a second language according to ideal monolingual norms (Baker and Jones 1998;Bley-Vroman 1983;Brown 2013;Cenoz 2009;Cook 1995Cook , 1997De Angelis 2007;Grosjean 1992).…”

Section: Intercultural Education 15mentioning

confidence: 99%

“…Research on language testing and language acquisition has put forward strong arguments against the use of monolingual norms with bilinguals and second-language learners (Cook 1997;Kachru and Sridhar 1994;May 2011;Saenz and Huer 2003). It is clear that a second-language learner may not be able to perform as well as a monolingual child on a standardized test, but devising different tests on the basis of student-language background is impracticable and unfeasible in most locations (Saenz and Huer 2003), particularly where multiple languages are used in the school context and in the community.…”

Section: Introductionmentioning

confidence: 99%

A multilingual approach to analysing standardized test results: immigrant primary school children and the role of languages spoken in a bi-/multilingual community

Angelis

2014

Intercultural Education

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The present study adopts a multilingual approach to analysing the standardized test results of primary school immigrant children living in the bi-/multilingual context of South Tyrol, Italy. The standardized test results are from the Invalsi test administered across Italy in 2009/2010. In South Tyrol, several languages are spoken on a daily basis and the long-established ethnic groups are speakers of German (69%), Italian (26%) and Ladin (4%). While the language of instruction for immigrant children attending Italian language schools is Italian, these children live in Italian-or German-speaking environments. I argue that standardized testing data should be analysed in conjunction with local language information to better serve the educational needs of bi-/multilingual children. The Italian test results of I and II Generation immigrant children (n = 225) are re-examined in light of the languages spoken in their living environment. Results show that the approach used is useful in identifying information that would have otherwise remained undetected. The additional data provide valuable input for school administrators, educators and policy-makers and can be used to devise suitable remedial measures for immigrant children attending school in bi-/multilingual environments.

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The disciplinary constraints of SLA and TESOL: Additive bilingualism and second language acquisition, teaching and learning

Cited by 54 publications

References 45 publications

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Parental attitudes and approaches to biliteracy development and bilingualism

A multilingual approach to analysing standardized test results: immigrant primary school children and the role of languages spoken in a bi-/multilingual community

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