ABSTRACT

This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students’ interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter a challenge. Drawing on observational and artefact data gathered during social studies lessons on U.S. symbols, this paper highlights how the teacher leveraged student interjections to scaffold students’ understanding of how to (1) utilize classroom resources, (2) leverage existing linguistic knowledge, and (3) access background knowledge. This paper suggests that the teacher’s response to students’ interjections sought to support them in developing the skills needed to engage in self-scaffolding by accessing and utilizing available resources. Monolingual teachers often feel unprepared when encountering TEMs; however, this paper suggests that if they adapt practices that are already part of their pedagogical practice and maintain an open stance toward students’ diverse ways of participating, all stakeholders will benefit.

摘要

本文探讨了一位在美国的庇护英语教室中与跨国新兴多语种 (TEM) 合作的单语英语教师如何利用学生的感叹将他们变成可教的时刻。具体来说，它探讨了这些实例如何让教师在遇到挑战时为 TEM 建模并教授他们如何利用现有技能和资源。利用在美国符号社会研究课程中收集的观察和人工数据，本文重点介绍了教师如何利用学生的感叹来帮助学生理解如何（1）利用课堂资源，（2）利用现有的语言知识，以及（3） ) 访问背景知识。这篇论文表明，教师对学生插话的回应旨在支持他们通过访问和利用可用资源来发展参与自我搭建所需的技能。单语教师在遇到 TEM 时常常感到措手不及；然而，本文建议，如果他们调整已经成为其教学实践一部分的实践，并对学生的不同参与方式保持开放态度，所有利益相关者都将受益。