Language and content in social practice: A case study

Canadian Modern Language Review

Volumn 58, Issue 1, 2001, Pages 156-179

  Early, Margaret ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040154510     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.58.1.156     Document Type: Article

References (43)

1. Ashworth, M. (2001). ESL in British Columbia. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 93-106). Harlow, UK: Pearson Education Ltd.
2. Ashworth, M., Cummins, J. & Hanscombe, J. (1989). Report of the external review team on the Vancouver School Board's ESL programs. Vancouver, BC: Vancouver School Board.
3. Brinton, D., Snow, M., & Wesche, M. (1989). Content based language instruction. Philadelphia, PA: Newbury House.
4. Candlin, C.N. (1987). Towards task-based language learning. In C.N. Candlin & D.E. Murphy (Eds), Language learning tasks (pp. 5-22). London: Prentice-Hall International.
5. Cantoni-Harvey, G. (1987). Content area language instruction. Reading, MA: Addison-Wesley.
6. Chamot, A., & O'Malley, M. (1992). The cognitive academic language learning approach: A bridge to the mainstream. In P. Richard-Amato and M.A. Snow (Eds.), The multicultural classroom: Readings for content area teachers (pp. 39-57). New York: Longman.
7. Davison, C. (2001). ESL in Australian schools: from the margins to the mainstream. In B. Mohan, C. Leung, & C. Davidson (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 11-29). Harlow, UK: Pearson Education Ltd.
8. Dempsey, J. (1994). Collaborative planning to integrate language and content; a case study. Unpublished master's thesis, University of British Columbia, Vancouver.
9. Derwing, T. et al. (1999). Some factors that affect the success of ESL high school students. Canadian Modern Language Review, 55, 532-547.
10. Dunn, E. (1992). Evaluation of the English as a second language pilot project. Research Report 92-01, Student Assessment and Research, Vancouver School Board.
11. Early, M. (1990). Enabling first and second language learners in the classroom. Language Arts, 67, 567-575.
12. Early, M. (1992). Aspects of becoming an academically successful ESL student. In B. Burnaby & A. Cumming (Eds.), Sociopolitical aspects of ESL in Canada (pp. 266-275). Toronto: OISE Press.
13. Early, M., & Hooper, H. (2001). Implementation of the Vancouver School Board's ESL initiatives. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp 138-150). Harlow, UK: Pearson Education Ltd.
14. Early, M., Mohan, B., & Hooper, H.R. (1989). The Vancouver School Board language and content project. In J.H. Eisling (Ed.), Multicultural education and policy: ESL in the 1990's (pp. 107-122). Ontario: Ontario Institute for Studies in Education.
15. Early, M., Thew, C., & Wakefield, P. (1986). English and a second language. K-12: Resource book. Vol. 1. Victoria, BC: Ministry of Education.
16. Eddy, C. (1999). The forces who shape us. Paper presented at the TESL '99 Conference, Banff, AB.
17. Grant, L. (1995). Developing student awareness of knowledge structures: An explanatory Teacher-Action Study. Unpublished master's thesis, University of British Columbia, Vancouver.
18. Halliday, M.A.K. (1994). An Introduction to Functional Grammar. 2nd ed. London: Edward Arnold.
19. Hooper, H.R. (1990). A four year plan for Vancouver School Board's ESL programs.
20. Implementation plan and presentation to Vancouver School Board Trustees, Vancouver.
21. Hurren, P. (1994). How an ESL specialist and a classroom teacher collaboratively plan instruction which integrates language and content demands of tasks. Unpublished master's thesis, University of British Columbia, Vancouver.
22. Leont'ev, A.N. (1981). The problem of activity in psychology. In J.V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: Sharpe.
23. Leung, C., & Franson, C. (2001). England: ESL in the early days. In B. Mohan, C. Leung, & C. Davidson (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp 153-164). Harlow, UK: Pearson Education Ltd.
24. Lewis, C.S. (1950). The Lion, the witch and the wardrobe. Glasgow: William Collins Son & Co.
25. Long, M. (1985). Input and second language acquisition. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House.
26. Long, M.H. (1989). Task, group, and task-group interactions. University of Hawaii Working Papers in ESL, 8(2): 1-26.
27. Mohan, B. (1986). Language and content. Reading, MA: Addison-Wesley.
28. Mohan, B. (2001). The second language as a medium of learning. In B. Mohan, C. Leung, & C. Davidson (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 107-126). Harlow, UK: Pearson Education Ltd.
29. Mohan, B., & Early, M. (1996). Conversation about change; interviews with teachers. Unpublished paper, University of British Columbia, Vancouver.
30. Neering, R., & Grant, P. (1986). Other places, other times. Toronto: Gage Educational Publishing Company.
31. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
32. Ochs, E. (1988). Culture and language development: Language acquisition and language socialization. Cambridge: Cambridge University Press.
33. Peters, R.S. (1966). The ethics of education. London: George Allen and Unwin.
34. Richardson, V. (1999). Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), Constructivist teacher education. Building new understandings (pp. 15-37). Washington, DC: Falmer Press.
35. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
36. Sampson, B. (1998). How three elementary teachers integrated language and content and how their LEP students responded. Master's thesis, University of British Columbia, Vancouver.
37. Short, D., Crandall, J., & Christian, D. (1989). How to integrate language and content instruction: a training manual. Los Angeles: Center for Language Education and Research, University of California.
38. Tang, G. (1989). Graphic representation of knowledge structures in ESL learning. Unpublished doctoral dissertation, University of British Columbia, Vancouver.
39. Vygotsky, L.S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
40. Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.), The concept of activity in Soviet Psychology (pp. 144-88). Armonk, NY: Sharpe.
41. Watt, D. & Roessingh, H. (1994). ESL drop out: The myth of educational equity. Alberta Journal of Educational Research, 40, 283-296.
42. Wertsch, J.V. (Ed.). (1981). The concept of activity in Soviet psychology. Armonk, NY: Sharpe.
43. Wolffe, R.J., & McMullen, P.W. (1996). The constructivist connection: Linking theory, best practice and technology. Journal of Computing in Teacher Education. 12(2), 25-28.