• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Language, Identity & Education >Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms
【24h】

Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms

机译：在双重浸入式课堂中研究语言中介对学生身份和学习机会的影响

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In settings where speakers of two or more different languages coexist, language brokering, the act of interpreting and translating between culturally and linguistically different speakers, is commonly practiced. Yet the examination of language brokering and its implications in classroom settings have not received much attention in the literature. The purpose of this study is to better understand how language brokering functions as an organizational tool in dual immersion classroom interactions to position second language (L2) students in ways that support or constrain learning opportunities. Our data suggest that although language-brokering events enable L2 learners to gain access to critical information in learning contexts, they also work to position the language broker as being more “able” in relation to the student receiving the brokering services, whose opportunities to publicly construct an “able” student identity are restricted. However, in dual immersion programs, the continual shifting of linguistic contexts across subject matter provide opportunities for all students, regardless of linguistic background, to take on the role of the broker, thereby, enabling students to renegotiate and reposition their public student identities. The analysis makes possible an understanding of the intended and unintended consequences of language-brokering processes that may provide insights into how to promote more equitable learning opportunities and positive student identities.View full textDownload full textKeywordsacademic identity, language brokering, positioning, dual immersion, second language learner, bilingual contextsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/15348458.2011.614544
机译：在两种或两种以上不同语言的发言人共存的环境中，语言中介通常会在文化和语言上不同的发言人之间进行解释和翻译。然而，语言中介的检查及其在课堂环境中的含义在文献中并未受到太多关注。这项研究的目的是更好地了解语言中介在双重浸入式课堂互动中如何作为组织工具发挥作用，从而以支持或限制学习机会的方式定位第二语言（L2）学生。我们的数据表明，尽管语言经纪活动使二语学习者能够在学习环境中获得关键信息，但他们还努力将语言经纪人定位为相对于接受经纪服务的学生而言更“可行”。公开构建“可行”学生身份的机会受到限制。但是，在双重浸入式课程中，跨学科主题的语言环境的不断变化为所有学生提供了机会，无论其语言背景如何，都可以充当中介人的角色，从而使学生能够重新谈判并重新定位其公开学生的身份。该分析使您可以了解语言经纪过程的预期和非预期的后果，这些后果可能会为如何促进更公平的学习机会和积极的学生身份提供见解。语言学习者，双语上下文“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/15348458.2011.614544

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号