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The case for Culturally Relevant Pedagogy: Bilingual Reading to learn for Spanish-Speaking immigrant mothers
System ( IF 4.518 ) Pub Date : 2020-12-01 , DOI: 10.1016/j.system.2020.102379 Andrés Ramírez
System ( IF 4.518 ) Pub Date : 2020-12-01 , DOI: 10.1016/j.system.2020.102379 Andrés Ramírez
Abstract Michael Halliday’s threefold language learning principle, “learning language, learning through language, and learning about language” (Halliday, 1993), is an important yet underused insight for pedagogy. Equally important are the learning principles of inclusion and social justice advanced by Culturally Relevant Pedagogy (CRP) educators such as Gloria Ladson-Billings (1992; 1995). Based on Halliday and Ladson-Billings premises, a bilingual English-Spanish adaptation of the SFL-based Reading to Learn (R2L) approach (Rose, 2018) is described through a curricular unit focusing on procedural texts in the context of an ESL family literacy program for immigrant Spanish-speaking mothers in Southeast USA. Informed by an adaptation of the preview-view-review bilingual curricular cycle to systematically use native and target language for content, genre, and language instruction, the article focuses on detailing R2L’s culturally and linguistically relevant curricular progression -Preparing to Read, Joint Construction, and Independent Construction-as well as the patterned language shifts that led these adult learners to produce rich genre-appropriate procedural texts in English. Crucially, this study proposes the adoption of Culturally and Linguistically Relevant Pedagogy (CLRP) through the use of ‘generative genres’ as a way to not only to counteract the current marginalization of CRP by standardized curriculum advanced by neoliberal imperatives (Sleeter, 2012) but as a way to better serve Emergent to Advanced Bilinguals (EABs) with an emphasis on adult English learners. The newly proposed CLRP paradigm is guided by core principles of CRP, but enhanced by linguistic principles and meaning making practices advanced by Systemic Functional Linguistics in general and genre-based pedagogy (Rose & Martin, 2012) and Halliday’s principles of learning language, learning through language, and learning about language in particular.
中文翻译:
文化相关教学法的案例:双语阅读以帮助讲西班牙语的移民母亲学习
摘要 Michael Halliday 的三重语言学习原则“学习语言、通过语言学习和学习语言”(Halliday,1993 年)是一个重要但未被充分利用的教育学见解。同样重要的是由 Gloria Ladson-Billings (1992; 1995) 等文化相关教育学 (CRP) 教育工作者提出的包容性和社会正义的学习原则。基于 Halliday 和 Ladson-Billings 的前提,基于 SFL 的阅读学习 (R2L) 方法(Rose,2018 年)的英西双语改编版通过侧重于 ESL 家庭扫盲背景下的程序性文本的课程单元进行描述美国东南部讲西班牙语的移民母亲的计划。通过对预览-查看-评论双语课程周期的改编,系统地使用母语和目标语言作为内容,体裁和语言教学,本文重点详细介绍 R2L 的文化和语言相关课程进展 - 准备阅读、联合构建和独立构建 - 以及导致这些成人学习者产生丰富的适合体裁的程序文本的模式化语言转变用英语。至关重要的是,本研究建议通过使用“生成体裁”来采用文化和语言相关的教学法 (CLRP),作为一种方法,不仅可以抵消由新自由主义要求推进的标准化课程目前对 CRP 的边缘化 (Sleeter, 2012),而且作为一种更好地为初级到高级双语 (EAB) 提供服务的方式,重点是成人英语学习者。新提出的 CLRP 范式以 CRP 的核心原则为指导,
更新日期:2020-12-01
中文翻译:
文化相关教学法的案例:双语阅读以帮助讲西班牙语的移民母亲学习
摘要 Michael Halliday 的三重语言学习原则“学习语言、通过语言学习和学习语言”(Halliday,1993 年)是一个重要但未被充分利用的教育学见解。同样重要的是由 Gloria Ladson-Billings (1992; 1995) 等文化相关教育学 (CRP) 教育工作者提出的包容性和社会正义的学习原则。基于 Halliday 和 Ladson-Billings 的前提,基于 SFL 的阅读学习 (R2L) 方法(Rose,2018 年)的英西双语改编版通过侧重于 ESL 家庭扫盲背景下的程序性文本的课程单元进行描述美国东南部讲西班牙语的移民母亲的计划。通过对预览-查看-评论双语课程周期的改编,系统地使用母语和目标语言作为内容,体裁和语言教学,本文重点详细介绍 R2L 的文化和语言相关课程进展 - 准备阅读、联合构建和独立构建 - 以及导致这些成人学习者产生丰富的适合体裁的程序文本的模式化语言转变用英语。至关重要的是,本研究建议通过使用“生成体裁”来采用文化和语言相关的教学法 (CLRP),作为一种方法,不仅可以抵消由新自由主义要求推进的标准化课程目前对 CRP 的边缘化 (Sleeter, 2012),而且作为一种更好地为初级到高级双语 (EAB) 提供服务的方式,重点是成人英语学习者。新提出的 CLRP 范式以 CRP 的核心原则为指导,