“It was taught good and I learned a lot”: Intellectual practices and ESL learners in the middle years

Australian Journal of Language and Literacy

Volumn 31, Issue 2, 2008, Pages 155-173

  Gibbons, Pauline ^a  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85044879052     PISSN: 10381562     EISSN: 18394728     Source Type: Journal    
DOI: 10.1007/BF03651795     Document Type: Article

References (32)

1. rd ed.). York: Dialogos.
2. Alexander, R. (2005). Education, Culture and Cognition: Intervening for Growth. Keynote address, International Association for Cognitive Education and Psychology, University of Durham.
3. August, D., & Hakuta, K. (Eds.) (1997). Improving schooling for language minority children: A research agenda. Washington, DC: National Academy Press.
4. Brophy, J., & Good, T. (1986). Teacher behaviour and student achievement. In M. Wittrock, Ed., Handbook of research on teaching (pp. 328–375). NY: Macmillan.
5. Carrasquillo, A., & London, C. (1993). Parents and schools. NY: Garland.
6. Collins, A., Brown, J., & Holum A. (1991). Cognitive apprenticeship: Making thinking visible, American Educator, 6(11), 38–46.
7. Darling-Hammond, L., & Schon, E. (1996). Who teaches and why?: Dilemmas for building a profession for twenty-first century schools. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 67–101). NY: Macmillan.
8. Gamoran, A., Nystrand, M., Berends, M., & Le Pore, P. (1995). An organizational analysis of the effects of ability grouping. American Research Journal 32(4), 687–715.
9. Gibbons, P. (forthcoming. Challenging expectations: Literacy, intellectual quality and ESL learners in the middle years. New Haven: Heinemann.)
10. Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. London: Continuum.
11. Gibbons, P. (2003). Mediating language learning, TESOL Quarterly, 37(ii), 247–273. DOI: 10.2307/3588504
12. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth NH: Heinemann.
13. Hammond J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect Special Issue, 20(1), 6–30.
14. Lantolf, J. (2000). Introducing sociocultural theory. In J. Lantolf, Ed., Sociocultural theory and second language learning (pp. 1–26). Oxford: Oxford University Press.
15. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. DOI: 10.1017/CBO9780511815355
16. Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge MA: Harvard University Press.
17. Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives 23(2). Retrieved March 21, 2005, from www.learningpaths.org/ papers /papersupport.htm
18. Mehan, H. (1992). Understanding inequality in school: the contribution of interpretive studies. Sociology of Education, 65, 1–20. DOI: 10.2307/2112689
19. Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
20. Mercer, N. (1994). Neo-Vygotskian theory and classroom education. In B. Steirer, & J. Maybin (Eds.), Language, literacy and learning in educational practice (pp. 92–110). Clevedon: Multilingual Matters.
21. Newmann, E., & Associates. (1996). Authentic achievement. Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
22. Newmann, F., & Wehlage, G. (1995). Successful school restructuring: A report to the public and educators. Madison WI: Center on Organization and Restructuring of Schools, Wisconsin Center for Educational Research, University of Wisconsin.
23. Oakes, J. (1985). Keeping tracks: How schools structure inequality. New Haven CT: Yale University Press.
24. Queensland School Reform Longitudinal Study (2001). The Queensland school reform longitudinal study, final report. Brisbane: Education Queensland.
25. Rosenthal, R., & Jacobsen, L. (1968). Pygmalion in the classroom. NY: Rinehart and Winston. DOI: 10.1007/BF02322211
26. Swain, M. (2000). The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In J. Lantolf (ed), Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, 97–114.
27. van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. Lantolf (ed), Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, 245–260
28. van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
29. Vygotsky L. (1987). The Collected Works of L.S. Vygotsky. Vol 1. Thinking and Speaking. NY: Plenum Press.
30. Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. DOI: 10.1017/CBO9780511605895
31. Wells, G. (1999). Using the toolkit of discourse in the activity of learning and teaching. In Wells, G.). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. DOI: 10.1017/CBO9780511605895
32. Walqui, A. (1999). Assessment of culturally and linguistically diverse students: Considerations for the twenty-first century. In Including Culturally and Linguistically Diverse Students in Standards-Based Reform: A Report on McREL’s Diversity Roundtable 1, Aurora, Colorado, 53–84. Retrieved 30 April 2007 from http://www.mcrel/org