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How ‘language-aware are lesson studies in an East Asian high school context?

How ‘language-aware are lesson studies in an East Asian high school context?

 Walker, Elizabeth.
 2011
 p. 187-202 English
Ngôn ngữLanguage in education.Academic literacy.Functional linguistics.
Tác giả CN Walker, Elizabeth.
Nhan đề How ‘language-aware are lesson studies in an East Asian high school context? / Elizabeth Walker
Thông tin xuất bản 2011
Mô tả vật lý p. 187-202
Tóm tắt Educators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called ‘learning’ studies in Hong Kong, the paper evaluates the extent of a language-aware perspective in the studies. The data are recordings of the most polished lessons in the lesson study cycles, with planning, teaching and testing materials from post-study presentations. Minimal evidence of a language-aware perspective was found. That is, the academic ‘content’ was de-contextualized in that lessons focused on propositional knowledge rather than its academic cultural use in explaining, reporting or discussing science; and attention to the cognitive academic language (CAL) construing the science was negligible. The teachers’ CAL seemed unplanned and students’ CAL development was largely ignored. Some recommendations are made and significant implications of the findings are addressed
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Language in education.
Từ khóa tự do Academic literacy.
Từ khóa tự do Functional linguistics.
Nguồn trích Language and education- 2011, Vol25, N.3
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Educators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called ‘learning’ studies in Hong Kong, the paper evaluates the extent of a language-aware perspective in the studies. The data are recordings of the most polished lessons in the lesson study cycles, with planning, teaching and testing materials from post-study presentations. Minimal evidence of a language-aware perspective was found. That is, the academic ‘content’ was de-contextualized in that lessons focused on propositional knowledge rather than its academic cultural use in explaining, reporting or discussing science; and attention to the cognitive academic language (CAL) construing the science was negligible. The teachers’ CAL seemed unplanned and students’ CAL development was largely ignored. Some recommendations are made and significant implications of the findings are addressed
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