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Using the discourse domain hypothesis of interlanguage to teach scientific concepts: Report on a case study in secondary education
International Review of Applied Linguistics in Language Teaching ( IF 1.4 ) Pub Date : 2017-11-27 , DOI: 10.1515/iral-2017-0149
Fernando Naiditch , Larry Selinker

Abstract This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners’ interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function “definition,” with discourse level semantic choices, and attendant grammar, with ELL data gathered by the teacher residents. Correct definitions in expected grammatical form point to an understanding of the scientific concept within the discourse domain, providing evidence that the science or mathematics content has been understood by the student. In our data analysis, we concentrated on the semantics and grammar of this rhetorical function, but other functions kept intruding, especially “classification”. Cross-language transfer appears not to be a factor, but cross-domain transfer is. Finally, we discuss how the marriage of this view of interlanguage with safe rule rhetorical/grammatical functions can better support teacher preparation, especially given how challenging teaching ELLs is for content area teachers.

中文翻译:

运用中介语的语篇域假说教授科学概念——中等教育案例研究报告

摘要 本文报告了在特定实践背景下的最新工作,将一种方法应用于中介语,即语篇领域方法,与修辞语法方法相结合,涉及语言和内容。上下文是为城市学校的教师居民及其数学和科学课程的英语语言学习者 (ELL) 开设的 MA 课程,为内容区域教师提供教授内容语言所需的语言支持,从而提供内容本身. 我们感兴趣的是学习者的中介语创造如何与他们对科学概念的理解相互作用。我们主要着眼于修辞功能“定义”,具有话语级别的语义选择和伴随的语法,以及由常驻教师收集的 ELL 数据。符合预期语法形式的正确定义表明对语篇领域内的科学概念的理解,提供了学生已经理解科学或数学内容的证据。在我们的数据分析中,我们专注于这个修辞功能的语义和语法,但其他功能不断侵入,尤其是“分类”。跨语言转移似乎不是一个因素,但跨域转移是。最后,我们讨论了这种中介语观点与安全规则修辞/语法功能的结合如何更好地支持教师准备,特别是考虑到教学 ELL 对内容领域教师来说是多么具有挑战性。提供证据证明学生已理解科学或数学内容。在我们的数据分析中,我们专注于这个修辞功能的语义和语法,但其他功能不断侵入,尤其是“分类”。跨语言转移似乎不是一个因素,但跨域转移是。最后,我们讨论了这种中介语观点与安全规则修辞/语法功能的结合如何更好地支持教师准备,特别是考虑到教学 ELL 对内容领域教师来说是多么具有挑战性。提供证据证明学生已理解科学或数学内容。在我们的数据分析中,我们专注于这个修辞功能的语义和语法,但其他功能不断侵入,尤其是“分类”。跨语言转移似乎不是一个因素,但跨域转移是。最后,我们讨论了这种中介语观点与安全规则修辞/语法功能的结合如何更好地支持教师准备,特别是考虑到教学 ELL 对内容领域教师来说是多么具有挑战性。
更新日期:2017-11-27
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