Learning English at School: Identity, Social Relations, and Classroom Practice

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Multilingual Matters, 2000 M01 1 - 152 pages
This text considers the application of sociocultural theory to understanding how minority language background children learn English in the context of their classrooms. Based on a longitudinal ethnography, it is suggested that understanding the pivotal role of social interaction in learning implies new perspectives both for SLA research and for effective instructional practice.

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Contents

Kindergarten Stories
22
Surjeet
31
Harvey
37
Coda
58
Kindergarten Metastories
61
Conclusion
77
References
137
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About the author (2000)

Kelleen Toohey is Professor Emerita, Faculty of Education, Simon Fraser University, Canada. Her recent research focuses on socio-material perspectives on language learning with a particular focus on early childhood language education. She is a co-author of Disrupting Boundaries in Education and Research (Cambridge University Press, 2017), Collaborative Research in Multilingual Classrooms (Multilingual Matters, 2009) and co-editor, with Bonny Norton, of Critical Pedagogies and Language Learning (Cambridge University Press, 2004).

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